User talk:Sf13yg/StressPsychological

Welcome to Wikipedia editing. Good luck with your project. --LynnMcCleary (talk) 21:31, 8 September 2014 (UTC)

I'm just adding the link to the actual article on here to make access to it easier. https://en.wikipedia.org/wiki/Stress_%28psychological%29 Tf14rg

good idea --LynnMcCleary (talk) 22:44, 10 September 2014 (UTC)

Initial ideas and critiques of article

Kathleen's initial thoughts

Hi everyone, it's Kathleen. I hope I'm posting this is the right place! I've reviewed the article and these are some areas that I see for improvement:

This article focuses mainly on what stress is and what causes it, what it lacks is how to prevent stress. In our blue nursing textbook on page it explains three strategies for disease prevention. Stress isn’t so much a disease as a disruption of a person’s well-being (well-being refers to a broad rage of elements that result in health) but the strategies are still applicable in this situation.

• Primary: exercising, eating well, staying connected with friends
• Secondary: taking a week off work, demanding less workload, seeing a counselor if there is marital trouble, seeking government assistance if money is a problem
• Tertiary: changing one’s lifestyle to avoid stress. Setting limits on workload, leaving time to just be by yourself, arranging for the kids to go to daycare one day a week, or spending your money differently (less luxuries)

I think that having this section in the article could be very helpful for people who are experiencing or prone to stress and are trying to understand what can be done about it.

Secondly, I was thinking we could put a little health promotion aspect in the article. If someone is dealing with another individual who is experiencing stress we could provide strategies as to how they can support them. Working with public policy, creating supportive environments and communities, and helping the person to develop coping skills are all things people can do to help each other.

Finally, I think this article has a few areas for some technical improvement. First, the structure. After the introduction it jumps right into coping with stress and the diseases and illnesses that are caused by stress. It isn’t until the very bottom of the article that it explains stressors and what they are. I think those should be closer to the beginning of the article to ease readers into the topic. Also, I find that the titles of some of the sections are just too broad. “Disease” “Health” What does that mean? I had to fully read both of them to get the gist of the section. These topics need to be specified. To be honest, I think these two sections are basically the same thing. They’re both discussing illnesses that can arise from stress. Maybe we should combine them or at least add some elements that make them clearly different from each other. Kf14af1 (talk) 18:39, 12 September 2014 (UTC)

Shannon's initial thoughts

Hello fellow group members, Shannon Fisher here! I have since reviewed our article on Stress (Psychological) and have some points to add on to what Kathleen has already outlined, as well as some agreements with what she stated.

I believe that our article lacks substance and organization, and I think those are two areas that we could choose to focus on, while improving this Wikipedia article.

In terms of organization and technical improvement I believe that, our article should be rearranged, as I found the heading “Popular conflation of types” inappropriately placed after the table of contents. To expand on my ideas, I think it would be beneficial to have a greater definition of stress after the table of contents then go into causes/stressors and symptoms. After this of course, we can move into coping and maintaining health for prevention. This section of coping and maintaining health would include Kathleen’s idea of health promotion and providing strategies to individuals. Also, I agree with Kathleen’s idea of the subtitle’s being too broad, but I also found that some sections were too narrow and could be combined and made into one section, for example, adding neutral stressors into the types of stressors category.

To elucidate on Kathleen’s point that the article is lacking in how to prevent stress. I also found that many sections were brief and left with minimal background. There is much room for improvement in sections such as the subtitle “Cancer”. There was no substance to this section, and very little research to put this section forward. I feel as if we can help to improve this section by doing further research, and looking for articles in our library resources that allow for us to expand on this section.

If you have any questions, further discussion or disagreements with the above thoughts feel free to reply accordingly. Sf13yg (talk) 19:29, 14 September 2014 (UTC)

Tianna's initial thoughts

Hey group members, it's Tianna. I agree with the majority of both of your ideas and great job on your reviews! I tried to add on to your ideas by focusing on a few specific areas that could need improvement.

Technical Improvement/Organization I definitely agree that the page needs to be rearranged, with topics such as causes and stressors at the beginning of the article and having the effects of it following. I also think that a lot of subtitles cover the same information, such as “Popular conflation types”, “variations” and “differentiation between eustress and distress”, and can either be combined as a bigger topic or we can add more information to differentiate them a little better. Both the physical and mental effects of stress should be explained before the coping mechanisms. Some subtitles only have a sentence or two and there is really no need for there to be a seperate section, unless we decide to expand on such topics. Shannon, you did bring up that the cancer section section has very little research, and I think that we could actually get rid of the section and just add a new paragraph to the “disease section”, as well as adding a few more points to it. I think that we could combine the "disease and "health" sections to become a section called "health and disease". In this section I would make subtitles to differentiate between cancer, mental illnesses, etc.

Content The article begins with a definition of psychological stress which I think we should definitely try to expand on, as it's very broad. The concept of eustress could be explained a little more. There is a big misinterpretation that stress is only negative, and I don't believe that a lot of people understand or are even educated on eustress because of societal misconceptions. The article also only briefly mentions the four types of stress but it doesn't really explain the difference. Kathleen, I think that we can definitely work with your health promotion idea, and link some of the strategies of how to help people with their coping mechanisms, as well as educating people on how to cope (which ones are better/more effective). Generally, I think that a lot of the topics touch on ideas but don't explain them fully, so there is a need for more research added to many of the sections.

Feel very free to disagree/ agree with any of the specific ideas I have. I have tried to build off of both of your ideas and I'm not 100% on if these are the types of things that you have in mind! If you need any clarifications of any ideas just ask!Tf14rg (talk)

You definitely need a good description of what is meant by psychological stress. Otherwise it won't be possible to make a link to effects on communication. Refer to the good article criteria about what should be in an introduction. LynnMcCleary (talk) 02:03, 24 September 2014 (UTC)

Meagan's initial thoughts

Hey guys its Meagan Davies! So I've looked at the article a few times and I think this is a great article to fix up and add some new information to. I agree that there is some major work needing to be done, and especially like you all have mentioned the subtitles, and how some of them might not be as necessary as the original writer may have thought. In addition to the ideas you have presented, I have a few I think this article could benefit from and they include:

Visual Aid I know this might be hard to do especially on a topic that is not easily documented through pictures, but I think maybe through some intense research or throughout books we read if there is a picture to explain a concept or something to help break up the look or add some colour to the article I think this would be beneficial for the overall appearance.

I agree with Tianna on the idea of expanding the introduction of the page especially with more information on both negative and positive stress. Along with this expansion, I believe the expansion of the progression of stress, not only on the health but physical and mental stability should be talked about in more depth. Stress doesn't just affect the overall health of a person, and the article has touched on how stress affects the health and other aspects of life, but I feel as if we can find studies to support that stress leads to mental health disorders and physical barriers. So in addition to the improvement of the introduction I also think the information on how stress affects the whole body would be important. I think this could be a great subtitle, and there is some information throughout the text that could be moved from a different section to this title.

Not sure how you all will feel about this, but I am totally open to suggestions and obviously criticism, so just let me know. Also great work with the previous ideas and improvement concepts I think this project will be successful if we continue to collaborate our ideas effectively! Md13sd (talk) 22:20, 15 September 2014 (UTC)

Week 3

Hey girls, it's Kathleen!

So based on everyone’s ideas it looks like the main areas that we want to touch up are the organization, the introduction, adding detail to some vaguer sections, and breaking apart some broader ones into more specific topics.

The first thing that I really want to make sure we follow through with was Megan’s idea of putting visual aids in. This article is kind of bland and a couple pictures would really help keep readers interested!

Organization is a pretty big area to tackle so we’re really going to have to discuss exactly what’s going to happen. In summary, it seems that we want to add a section which expands on what stress is and talk about the positive and negative sides of stress (I really like that idea). This would be right after the table of contents. Tianna also suggested combining popular conflation of types, variations and euress vs. distress together. I think this is great and will really tidy that area up. However, if we do the section on the positive and negative side of stress we could probably drop the conflation section entirely (it will already be covered) and just focus on combining the other two. Finally, we wanted to move the stressors further up in the article and then mix some health promotion into the coping with stress area.

There have been some mixed emotions on what to do with the “Health” and “Disease” sections. Megan mentioned discussing the progression of stress. I think that if we talked about the physical as well as social implications (as the stress progresses) we could rename the “Health” section “Overall Wellbeing” or something and talk about all that in there.

Shannon and Tianna were talking about elaborating on the Cancer bit and then putting it in the disease section along with other diseases that are caused by stress. This is perfect! And while we’re on that section we could specify the title to “Diseases caused by Stress” or “Diseases that People who are stressed are more prone to”.

Finally, I’m sure a little blurb on stress prevention would be a nice touch. Any ideas as to where we could put it?

I’m sure I’ve missed a lot of what people want so jump right in and let me know what else we need to work on. Clearly I’m indecisive when it comes to titles so any ideas would be very much appreciated as would as any criticism or other ideas. Let me know what you guys think! ☺ Kf14af1 (talk) 21:05, 19 September 2014 (UTC)

We'll learn more about images later. There is a tutorial in the student resources section (link from course Wikipedia page)--LynnMcCleary (talk) 02:03, 24 September 2014 (UTC)

Hey, it's Tianna again!

I just wanted to thank Kathleen for taking the time to try and organize all of the different ideas into one plan! Another thing I wanted to point out is that we do have to remember that most of our edits have to relate to communication, which is something I didn't quite consider before.. I think that the groups ideas (generally stated in Kathleens week three edit) for rearranging, changing, combining, and deleting certain sections are great! We just need to make sure that we do definitely start thinking about how information on communication can be incorporated into these sections, and focus more on that.

With that in mind, I think that adding a section that could possibly be called "How Stress Impacts Relationships" would be a good idea. In this section we could add information on when either one or both members of an interaction have psychological stress, and how that could impact the nature of the interaction, etc. We could possibly even incorporate the idea of "noise" in this section, and talk about how stress can cause distraction on one persons end of the conversation (if it does). To add more visual aid, we could show the communication model that has been in our notes. Let me know how you guys feel about this idea, or even if you can build off of it or something!

I think that we can also incorporate communication into the coping methods. The coping methods section mostly states what the coping methods are. I think that we can relate these methods to stress a little better than what was done in the article. By doing this, we can also incorporate how using certain coping methods to communicate how stressed you are or why you are stressed can be good or bad.

I like the "Overall wellbeing" subtitle, as we can incorporate quite a few ideas in that section, such as Meagan's idea of stress progression. I think that the idea of a blurb on stress prevention would be a good idea as well.

For the overall organization, I think that we can start with 1. the definition of psychological stress, 2. the combination of variations and eustress vs. distress (this would be the section on the positive and negative sides of stress & we can decide on a title), 3. overall well-being, 4. stress prevention, 5. stress management, 6. coping mechanisms, 7.how stress impacts relationships (if you girls like that idea),

Like Kathleen, I am just trying to come up with a more solid plan for what we want to do with the page. These are just rough ideas that I've thrown out there until we all agree on something. Let me know what you girls would keep or change! Another thing that I wanted to say is that I'm really glad that our group has been posting our ideas within good time frames. Obviously it is hard to get everything done right away, but I just wanted to say that I think we're all doing a good job contributing! Tf14rg (talk) 18:27, 21 September 2014 (UTC)

Hey guys its Meagan again!

I’m super stoked that we’re starting to plan and organize the ideas that we were all throwing around. Thank you for trying to formulate a plan, it is very much appreciated!

So I have read what you guys have been thinking about the article and all of our ideas and I couldn’t agree more. I think we are on track but would also like to expand on Tianna’s point that these do need to relate to communication, which I also wasn’t exactly sure of until a few days ago. So I think when reviewing what we want to do, we have prioritized them well, I would suggest maybe adding into the groups or maybe its own group of “How to Communicate When Stressed” or even “How to Communicate With Those Who are Stressed” or even I love the title “How Stress Impacts Relationships”, Tianna. I feel as though if the title is broader we can avoid the many titles and small bits that the article looks like now.

I am a little confused on the overall editing process, we have a list of things we want to edit in the article but does each edit have to revolve around communication?

If so I was thinking, we could even expand like Kathleen summarized about the variations and euress vs. distress together, and also touch on the lack of communication in the world on the topic of stress considering I wasn’t aware of positive stress, only negative.

Also I really liked Tianna’s idea on coping with stress because I think this could also easily involve the use of communication, because communicating with someone might be a one of the ways to cope with stress?

I think we have made awesome progress and was wondering what you guys thought of maybe having a group meeting or something this week so we could possibly organize what we each want to do. This doesn’t have to be hours long, but let me know if you think that would be a good idea, face to face sometimes helps with figuring things out. Once again, thank you so much for organizing all of our jumbled thoughts together, and maybe soon we can meet up? Md13sd (talk) 23:40, 21 September 2014 (UTC)

Hey it's Tianna again!

I'm glad that for the most part we're agreeing on everything! To clarify, in my last post I was just trying to say that we should definitely reorganize the article as we have been talking about, but that we need to make the adding content on communication a main priority.. I still think that adding information on distress and eustress is important, as well as other ideas, but should be a little less of a priority. Meagan, I think that those topics are Great and can be used within the "how stress effects relationships" as subtitles to rreally organize our information within that section. That being said, I think that meeting in person would definitely help us clarify our opinions and be able to finalize our decisions before we do our research. I am available after 5 on Thursday and after 11 on Friday. Let me know if either of these times works for all of you! Tf14rg (Tf14rg|talk) 12:22PM, 23 September 2014 (UTC)

Hey Girls it's Shannon, I apologize greatly for not being able to reply to our ongoing conversation until now. I really love all your ideas, and I think we really are off to a great start. I would like to clarify a couple ideas and thoughts that I have about our Wikipedia page, and make a more concise detailed plan as to where we can go from here.

Firstly, we most definitely need to focus greatly on the use of communication, and how it is affected by stress. The title “How Stress Impacts Relationships” that both Tianna and Meagan have been commenting on is gold, and is a great place for us to spring board off into research (it is important that we are keeping this in mind because that is next weeks task).

To expand on Kathleen’s ideas of expanding sections such as the definition of stress and merging the ideas of conflation of types, these are great ideas and I have previously commented on believing this important to complete. But I think we need to clarify with Dr. McCleary is to how much we need to edit within our wiki page, or if would should simply focus on the addition of communication information and it’s relationship with psychological stress.

Going forward I personally would like to compile all of our likes and wishes into a collaborative list of focus areas, in which we can look for credible articles and research for these specifics for next week’s task.

1. Definition of Stress (a more appropriate length and collaboration of credible sources)

2. How Stress Impacts Relationships and Communication

3. Stress Prevention and Management

4. Overall Organization (Moving a few items but not overly working on expanding the subject, add pictures and visual appeal)

If you are okay with these ideas then that’s great, and if I missed something that you think is critical in adding then be sure to comment back and add it into our scope. I am personally not available at either times that Meagan mentioned, but perhaps we could get together this upcoming Monday September 29th? Let me know, all the best! Shannon 139.57.217.180 (talk) 20:45, 23 September 2014 (UTC)

Some early feedback from Lynn

I am so pleased to see your enthusiasm for your article and the prospects of editing it to improve it. You're off to a good start. It's great that you're trying to come to a consensus about what to do - about your goals for your editing. I want you to focus on content related to communication (and maybe relationships) to stick with the course content and course learning objectives. Looking at the entire article is important for figuring out how to incorporate this information in a coherent way - and move towards good article status (achieving it is a much more lofty goal than I have for you in the scope of this assignment). You've all identified coherence and organization as a problem with the article. Reorganizing it would be a fairly easy thing to do. Substantially adding content throughout the article would probably be too much to try to do this term. You may come across information that you could use to enhance sections that aren't your focus. It would be fine to add that information if you can but you need a focus for your research to keep this manageable for you all.--LynnMcCleary (talk) 01:55, 24 September 2014 (UTC)

I didn't add many comments to your discussion. I think organizing with headings might make it easier for you to follow and respond to each other. A threaded conversation about specific issues as you go forward might be easier for you all. Feel free to change my initial organization attempt. Do what works for you. You should organize in a way that facilitates your communication. The talk page tutorial or handout might be helpful. There are links to resources at the top of the course Wikipedia page. --LynnMcCleary (talk) 01:55, 24 September 2014 (UTC)

Please see the comments I posted in the forums section of the course Sakai page. The comments are about locating sources and how to ensure that you meet the required criteria of being secondary sources and credible sources. --LynnMcCleary (talk) 00:35, 29 September 2014 (UTC)

Week 4

Md13sd, these sound like interesting articles but I think they don't meet the criteria of being secondary sources. I just posted a reminder about secondary sources for the class in the forums section of our course Sakai page. Elizabeth is available to help you with searching if you'd like. Please feel free to contact me. LynnMcCleary (talk) 22:46, 28 September 2014 (UTC)

Hey everyone, its Meagan again, I’m really happy that Lynn gave some feedback on my previous sources, this was extremely helpful considering I did not have the correct secondary sources. I have looked at it again and have found some credible books this time that I think could help improve our page, they are the following:

Our Communication in Nursing textbook actually had some information about dealing with stress. As noted in my previous work, communication when stressed can be difficult, and the text book suggested some strategies such as imagery or meditation to help with communicating when stressed. The book talks about strategies to help you feel relaxed in or about stressful situations which in return will help your communication skills. These skills can be used or taught to be used effectively before or during stressful times. This information could be used in combination with other articles to improve the idea of how to communicate when stressed. The citation for this book is:

Riley, J.B. (2012). Communication in Nursing Seventh Edition. St. Louis, Missouri. Elsevier, Mosby.

Another source I found is the “communication is the key to the therapeutic relationship”. This book is in the library, but I was able to see the abstract and the chapter breakdown through the brock library portal and this book looks like it could help us greatly. Specifically chapter 9 titled “Therapeutic Communication”. I think that this could be used addition to other information to educate our Wikipedia page with the importance of communication especially when stressed. The citation for this e-book is,

Schuster, Pamela McHugh. (2000). Communication: The key to the therapeutic relationship. Philadelphia: F.A. Davis Co. The link to the abstract and chapter layout is : http://eds.b.ebscohost.com/eds/detail/detail?vid=5&sid=90d59737-d7a9-4f5f-be77-f052674f1d2e%40sessionmgr111&hid=101&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=cat00778a&AN=bu.b1622302

The last source I found was in our textbook titles “health promotion throughout the lifespan” there is a chapter on stress management and how assertive communication is a skill that is important when stressed. We can draw information from this book to improve our Wikipedia page. The chapter includes ways to communicate and how it is a way to cope with stress.

The citation for this is as follows: Edelman, C. L., Kudzma, E.C., Mandle, C.L. (2010). Health Promotion throughout the Lifespan Eighth Edition. St. Louis, Missouri: Elsevier, Mosby.

I think these books will contribute greatly to our Wikipedia article. If we all agree on the therapeutic communication book I would be happy to pick it up from the library. Meagan Md13sd (talk) 18:59, 29 September 2014 (UTC)

Shannon's 3 Secondary Sources

Hey Girls, it’s Shannon, I have looked at your sources, and they are great but I am afraid that Kathleen’s Kf14af1 may not be secondary sources, as the good article criteria requires. Through discussion with classmates this afternoon I have understood that it cannot be the original study, or article. Therefore books may be our best option for secondary sources, as they cite case studies not provide original research.

My first source is our “Canadian Fundamentals of Nursing” it has a large chapter about stress alone. Although it does not narrow in on the affects of communication, it can most definitely help other sections such as: increased health risks due to stress, coping mechanisms and health promotion to minimize stress. These were also areas of interest, when discussing how to improve our article.

Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2014). Stress and Adaptation. Canadian Fundamentals of Nursing (5th ed., pp. 472-488). Toronto: Mosby/Elsevier Canada.

Secondly, In the Building Relationships part of our “Communication in Nursing” textbook, chapter 15 discusses Humor and its health benefits and relationship building benefits. Most importantly, the eighth objective of this chapter is “discuss creative ways to add humor and play to relieve stress and build relationships”. This could be a great addition to our communication section, and how to maintain good communication while dealing with stressors.

Riley, J. B. (2012). Humor. Communication in Nursing (7th ed., pp. 160-173). St. Louis, Mo.: Mosby/Elsevier.

Finally, The last source I found is a book in our Brock Library titled “Stress Management: A Comprehensive Handbook of Techniques and Strategies”. The third part in the book discusses “Interpersonal Skills: Relationships and Stress Management” which would be helpful in enhancing a section about how stress impacts relationships and communication.

Smith, J. C. (2002). Stress management : a comprehensive handbook of techniques and strategies / Jonathan C. Smith. New York : Springer Pub., c2002.

I hope that these are appropriate sources, according to what we would like to work on and the criteria for a good article. Best Regards, Shannon Sf13yg (talk) 22:31, 29 September 2014 (UTC)

==Kathleen's Secondary Sources

Okay girls, it looks like we all got caught a bit off guard by this secondary source criteria- myself especially! Looking over my original articles, I can only confirm that the first out of the three is a secondary source. Here are two more secondary sources (I promise) that I found:

To continue with our little textbook kick I took a look in our psychology text book. There’s lots of information about stress! Chapter 13 is called Health, Stress, and Coping. There’s a lot of information that we could use to strengthen sections about early preventions and stressors but the part I think we should focus on for the communication aspect is the “burnout” area. A burnout refers to when people become “defeated” by stress. One of the listed results is detachment. I feel like I see this term everywhere when searching for the affects of stress on communication so I think we should definitely look into it.

Coon, D., Mitterer, J. O. (2013). Health, Stress, and Coping. Introduction to Psychology. (13th ed., pp 448). Belmont: Wadsworth, CengageLearning. Kathleen F 23:47, 29 September 2014 (UTC) — Preceding unsigned comment added by Kf14af1 (talk • contribs)

The second resource I found is a book called Health and Social Relationships: The good, the bad, and the complicated. One section that I found relevant was a section about alcoholism in couples. It discusses how health behavior of one affects the other. It refers to alcohol as a “copius behaviour” (this could be coping with a death, stress, family troubles etc.). They say that this leads to conflict and poor communication between both people. It also mentions that the spouse of an alcoholic is often exposed to verbal and physical abuse. Although it isn’t stated directly, all of these things contribute to stress in the individuals and the relationship itself. The communication skills continue to go downhill after this. I found this on the bottom of page 129.

On page 135 of the same book it states that alcoholism is a signal of stress within the family. It says that the health-compromising habit (drinking) has to stop, even temporarily, to allow for communication between the adults of the family.

This is an online book so the citing is kind of tricky. While I try to figure that out, I found the book through the library website and the title is “Health and Social Relationships: The good, the bad, and the complicated”. This link should help you get there: http://books1.scholarsportal.info/viewdoc.html?id=/ebooks/ebooks0/apa/2013-12-11/1/201217872

The next article is kind of small but it just emphasizes the importance of social networking and how it helps people maintain a good state of mind. It’s an article by the Mayo Clinic and it just mentions things like a sense of belonging, a sense of self worth, and a feeling of security. I thought this would be useful because it shows what communication can do for a person and how without it they can become very lost (which leads into how stress causes you too lose you communication skills).

Here’s the link: http://www.mayoclinic.org/healthy-living/stress-management/in-depth/social-support/art-20044445

Alright, I spent a little more time in the library and I found another secondary source of information that I was interested in. This source is a textbook from the Nursing section called "Fundamentals of Nursing: Human Health and Function". Chapter 40 of this textbook had a section called "Stress, Coping, and Adaptation". Now, I know that between the four of us we have tons of chapters of books that we think we be useful but this one had a piece which I felt related directly to communication. On page 1319, the section called Factors Affecting Coping Patterns there's a piece called "Social Interaction". In the textbook it says that talking to people about problems is helpful when you're trying to accept them but this little blurb says that stress can impair coping skills (such as talking). It also said that people learn to shut off their feelings when they are stressed. I interpreted this as shutting people out (no communication). Finally, this area mentioned how sometimes kids can develop an imaginary friend to talk to when they are stressed. This kind of contradicts the general idea that stress decreases or inhibits a person's communication skills but we should definitely consider the fact that sometimes it can do the exact opposite. However, at the end of the day, the child is talking to their "imaginary friend" because they don;t want to or are unable to talk to anyone else so maybe it does fit with the general trend... We can discuss this later :)

Citation: Craven, F. R., Hirnle, C. J., & Jensen, S. (2013). Fundamentals of Nursing: Human Health and Function. (7th ed). Philidelphia: Lippincott & Wilkins.

CAN WE PLEASE MEET TO DISCUSS THIS BEFORE THE LAB OR AFTER THE PSYC TUTORIAL TOMORROW? Kathleen F 00:54, 30 September 2014 (UTC) — Preceding unsigned comment added by Kf14af1 (talk • contribs)

Tianna's secondary sources

Hey girls, I’ve been working on a list of references to help us expand on our page.

1. My first reference is a textbook titled “Essentials of Understanding Psychology”. This book has a chapter called “Health Psychology: Stress, Coping, and Well-Being”. This chapter also includes a section on promoting health and wellness. A short quote from this section is as follows: "Researchers have found that social support, the knowledge that we are part of a mutual network of caring, interested others, enables us to experience lower levels of stress and be better able to cope with the stress we do undergo”.

Feldman, R. S., & Dinardo, A. (2009). Essentials of Understanding Psychology (3rd ed., pp. 414-443). Whitby, ON: McGraw-Hill Ryerson.

2. My second reference is another textbook titled “Foundations of Mental Health Care”. This book has chapters on therapeutic communication, therapeutic relationships, anger and aggression, and much more. These chapters cover a lot of topics such as types of communication and factors that influence communication. There is also a section that gives guidelines for intervention (which we could apply to the part telling others how to communicate with someone who hasand is dealing with psychological stress).

Morrison-Valfre, M. (2009). Foundations of Mental Health Care (4th ed.). Toronto, On: Mosby Elsevier.

3. My third reference is another textbook called “Interpersonal Relationships”. This book has large sections on therapeutic communication using specific strategies. It also has a section on communicating in groups and how they can provide motivation and support to each other. This would be a good resource to link how communicating within support groups could help manage stress.

Arnold, E, & Boggs, K. (2011). Interpersonal Relationships: Professional Communication Skills for Nurses. (6th ed.). St. Louis, MO: Elsevier Saunders.

Tianna Tf14rg (talk) 21:47, 29 September 2014 (UTC)

Congratulations group. Looks like you've got some great sources to use for your editing. You're going to summarize now for your group. You all have sources that have relevant and less relevant information. Keep yourselves focused on what is relevant to your editing - and keep your eyes on communication. LynnMcCleary (talk) 01:23, 7 October 2014 (UTC)

Professor comments about summarizing and collaborating

Kf14af1, Sf13yg , Tf14rg, and Md13sd, as I said earlier, you’ve got some great sources. You may become overwhelmed by all of the information unless you keep yourself focused. I have some suggestions for you for your next steps – to help you keep your work manageable and within the scope of this assignment. Keep your expectations of yourselves reasonable and keep your focus. Beware of being sidetracked by irrelevant information (it will all be interesting but it might not be relevant to your editing goals and the focus of this assignment on communication).

See the course page for information about your tasks due October 22.

Your summaries should be between 250 and at most 400 words for each source. Try not to make them long. If there aren’t 250 words worth of information in your source, don't blather on to fill space. I am looking for summaries I can understand and that are logical and coherent. You'll need to really focus in on the heart of the relevant findings. You should be aiming to tell your group members what the key messages are in your sources and how you think the information fits or doesn't fit with the article (it's okay if you logically determine that it wouldn't add to the article). If there is repetition within your sources, you should note that. Hopefully there is. Each summary should have a citation that is acceptable for Wikipedia and that has the information needed for a reader to verify your interpretation by finding your source. Links that only work within the university aren’t user friendly for me or your group members. If there is information that you can’t paraphrase, indicate quotes with quotation marks and page numbers.

When you've got your summaries done, hopefully there will be some themes and repetition among your summaries. Your job then is to collaboratively decide on what deserves to be suggested as an edit for the article and craft summaries of what your group found that could be incorporated in the article. That might be citations for information that is already there or new information. Discuss why your new information is relevant to the article.

I can copy your article over to your sandbox so you can practice editing before you make any suggestions to the editors of the stress article. If you want me to do that, let me know by email or by using my user name in a response to this post. As always, I'm available to guide you.

Don't forget to sign your posts. I look up your contributions by user name for grading. If you don't sign your posts, you won't get credit for them when I'm grading.LynnMcCleary (talk) 01:08, 10 October 2014 (UTC)

Meagan's Summaries

Hi girls, so I have summarized two of my resources, the third is at the library, which I will pick up again after reading week. I'm glad we've all got our sources in and I'm excited to see how we can improve this Wikipedia Article;

This source is Chapter 2 (called The Client- Nurse Relationship: A Helping Relationship) in Riley, J. B. (2012). Communication in Nursing (7th ed.). St. Louis, MO: Elsevier Mosby.

This chapter focuses on therapeutic communication techniques to use as a nurse. When reading this chapter it is clear that these nursing techniques are not isolated to the profession of nursing and that the use of these techniques in everyone’s lives would improve communication and avoid many confrontations. The chapter explains many ways to make people feel comfortable and improve communication skills. Based on what I’ve read it is evident that improved communication for example seeking clarification can help to reduce one’s stress level. The reduction of stress can be taught through the various therapeutic communication techniques that improve the communication skills of a person. In chapter two, there is a table that defines many techniques and their value in learning. There are many techniques such as listening, remaining silent, establishing guidelines, acknowledging, restating, reflecting, seeking clarification, seeking consensual validation, summarizing, and planning. These techniques are easily achievable and could improve stress management. The act of communication is widely misunderstood, this chapter emphasizes the importance of being patient, proficient, active, and knowledgeable when communicating, as it changes one’s outlook on many things (Riley, 2012, pp. 23).

After reading through this chapter, I think this information is extremely important when dealing with how to communicate when stressed. In the Wikipedia article we could talk about the simplicity of these techniques and the positive outcomes that can occur with the practice and execution of each. This information would fit perfectly under the subheading titled “stress management”. Currently there is an introductory sentence that would sound perfect in regards to introducing the importance of communicating while stressed. Md13sd (talk) 19:42, 13 October 2014 (UTC)

This Source is

Chapter 13 (called Stress Management) in Edelman, C.L., Kudzma, E.C., & Mandle, C.L., (2014). Health Promotion Throughout the Life Span (8th ed). St. Louis, MO: Elsevier Mosby.

This chapter is broken down into many different subheadings regarding various ways to deal with stress, including social support, physical activity and assertive communication. Most of this chapter can be incorporated into our Wikipedia article if we wanted ways to cope with stress other than communication. When looking at this chapter, I focused my attention on the subheading titled Assertive Communication, which deals with the importance of communication when stressed. As talked about in class, assertive communication is important and doesn’t leave much room for miscommunication which can add stress onto one’s life. The chapter explained in depth a mechanism that allows everyone to easily communicate their thoughts and ideas without feeling unheard or misunderstood. The chapter talked about cognitive restructuring, which aids assertive communication. This technique includes the emotion, behaviour and a thorough explanation of your thoughts and feelings. This form of communication is essential when trying to cope with stress.

Similarly to chapter two in the Riley text, chapter 13 shows some techniques that can help communicating while stressed become easier for everyone. First, simply by breathing, exhaling the negative thoughts and allowing yourself time to think. Secondly, stopping and evaluating the situation and what can be done to properly communicate one’s feelings and emotions at the time. Additionally, reflecting on what one’s automatic thoughts were and how (s)he actually feels and finally, the choice of what to say and do. (Edelman, Kudzma, & Mandle, 2014, pp. 311).

These techniques along with the ability to assertively communicate can help those who are stressed, relay their emotions and cope with their troubles. These techniques, specifically the ways to assertively communicate could go under “Stress Management” in our Wikipedia page. These two sources focus on the importance of communication when stressed, and how when communicating effectively, one’s stress can decrease. Md13sd (talk) 21:23, 13 October 2014 (UTC)

So my new source is McGuigan, D. (2009). Communicating bad news to patients: a reflective approach. Nursing Standard 23(31), 51-57.

This source talks about how stressful it can be when relaying bad news to the patients and their families. This was not something I considered putting in our article, but since researching I think this would fit perfectly. The idea of communicating bad news in general can be stressful, which I think could have a small subtitle under the heading of Communication if that is something we agree on.

This article defines what bad news is as “news that alters a patient’s view of the future for the worse” (McGuigan, 2009, pp. 51). The article then goes on to describe a ten-stage approach to communicating bad news, this is written in terms of hospitalized settings, but we can take the general ideas from it and have it be an approach for all to use, not just nurses. The article talks about the emotionally distressing and draining jobs of communicating bad news for nurses can be and suggests networks to support nurses. The article talks about peer-support groups, debriefing exercises and training that could be used to help the act of communicating bad news be less stressful. These are great ideas to help improve stress as a nurse and in general.

This article is something out of the ordinary, something I think could fit perfectly in a section of the article. What do you think?? 139.57.213.92 (talk) 23:16, 20 October 2014 (UTC)

Kathleen's Comments on Meagan's Summaries I tried to google how to tag people in posts but I was unsuccessful. In the meantime I guess I'll have to communicate this way but if someone could remind me how to tag that would be great!

I really like the sound of Meagan ’s first summary. Seeking clarification, listening, remaining silent, and the other characteristics definitely contribute to stress levels. I think that in order to expand on this we should provide example for at least a few of them. That way it’s easier for readers to see if they apply to themselves. Tips on how to further develop those skills would also be great in the Coping with Stress section. As you said they’re easily attainable so they would be a good starting point for people looking to improve their skills.

I think you second source also ties in to the same sort of thing. Assertive communication prevents misunderstandings, which as previously mentioned reduces stress! Maybe we could put this info in the same area so that we could double source it to improve legitimacy. ☺ Kathleen F 03:49, 15 October 2014 (UTC) — Preceding unsigned comment added by Kf14af1 (talk • contribs) Kf14af1 (talk) 13:40, 15 October 2014 (UTC)

To expand on the assertive communication I took a look in our 1P10 textbook (Communication in Nursing) and chapter one discusses assertive communication. It talks about you assertive communication prevents misunderstanding. It offers advice as to how to develop it and where to practice it. This would add another good reference to section about actions that can reduce stress. Kf14af1 (talk) 13:40, 15 October 2014 (UTC)

Kf14af1, I really like your idea of double sourcing to improve legitimacy, sounds like a great idea and will definitely improve the article. Thank you for looking into the 1P10 text for further knowledge, this is awesome. Thank you for the feedback on my sources. 139.57.213.92 (talk) 23:19, 20 October 2014 (UTC) Md13sd (talk) 21:48, 21 October 2014 (UTC) (forgot to sign my post, oops!)

Shannon's comments

Hey Md13sd are great summaries and we can definitely use them in our article, I'm excited to hear about your third source as well.

First source: I like how you discussed how the effective communication techniques we have learned through this class, and to become nurses with can be applicable to anyone really. This would be a great touch, in the section of how stress affects communication. We can expand on how to create more effective communication to reduce stress. Great!

Second source: I thought it was great how this chapter can further explore how assertive communication will help clients deal with stress and how it is important to communicate while stressed, this is a topic we didn't really discuss but it would be such a great fit for our article. Also, the general techniques of coping are perfect to add to out stress management section, I have some as well in my sources, so this will work great!

Sf13yg (talk) 02:16, 20 October 2014 (UTC)\

Thank you for your feedback Sf13yg, I think that with the use of everyone's sources appropriately we have plenty of information to work with! :) 139.57.213.92 (talk) 23:16, 20 October 2014 (UTC)

Kathleen's Summaries

1. Craven, F. R., Hirnle, C. J., & Jensen, S. (2013). Fundamentals of Nursing: Human Health and Function. (7th ed). Philidelphia: Lippincott & Wilkins.

I found a couple interesting points in Stress, Coping, and Adaptation chapter. Although this is one summary I’m going to the do each part in it’s own paragraph. These summaries all focus on how stress decreases a person’s desire and ability to communicate.

The first interesting subheading was cultural considerations. It explains how different cultural norms can influence the way a person expresses (communicates) while stressed. It starts off by comparing the individualistic culture of the United States and Canada to the collectivistic culture as seen in Asian countries. When a person is part of an individualist culture they are less willing to ask for help or communicate their problems during stressful times. They don’t want to be perceived as weak. I think that this would be useful in the article because takes one’s own culture into consideration when deciding what can prevent a person from communicating.

The next part was under subheading “Lifestyle Considerations”. The part that I liked in particular was about sleep. It explains how stress causes the release of glucocorticoids which cause disturbances in people’s sleep. This lack of sleep makes people irritable and lowers their patients for disturbances during the day. This irritability hinders a person’s communication abilities because they are less interested and willing to interact with others. This could be used in the section that discusses how stress directly affects communication skills.

The third interesting part was called “Social Interactions”. This section discusses how stressful events such as divorce or death interfere with people’s social interaction. It focuses mainly on children’s communication explaining how they could develop new unfavorable habits or fall in with a new group of friends. The most relevant part was they could try to escape the situation by talking to an imaginary friend. Talking to someone would normally indicate an increase in communication but since this friend is imaginary it is actually a decrease. The child can’t handle their reality so they shut off their communication with the people around them and focus on communicating in their own head. Again, this would be good as an example of how stress hinders a person’s willingness and ability to communicate.

The last part was called Psychological Stress. It is a very small blurb but lists some common behavioral responses to stress. These are: denial, ambivalence, suspicion, hostility, regression, depression, and withdrawal. Over half of these clearly indicate less communication once stressed than was displayed beforehand. I’ll continue to look in my other sources to expand on how these characteristics affect communication. Kathleen F 03:36, 15 October 2014 (UTC) — Preceding unsigned comment added by Kf14af1 (talk • contribs) Kf14af1 (talk) 13:40, 15 October 2014 (UTC)

2. Coon, D., Mitterer, J. O. (2013). Health, Stress, and Coping. Introduction to Psychology. (13th ed., pp 448). Belmont: Wadsworth, CengageLearning.

My next summary comes from chapter 13 of our psychology textbook. Again, since there were so many subheadings in this chapter I’ve summarized a few.

The first is about General Adaptation Syndrome. This highlights the three stages of the body’s response to stress. The first stage, the alarm reaction, is unrelated to communication. It’s about physiological changes in the body. The second stage however, known as the stage of resistance is more relevant. It says that the body develops a high tolerance for that particular stressor but becomes more vulnerable to other stressors (illness). The third stage, the stage of exhaustion is relevant to communication. It explains how the body’s resources and hormone has been drained due to the stressor. Emotional signs begin to appear (anxiety, irritability, apathy) as well as behavioral signs (avoidance of responsibilities, self-neglect, self destructive behavior) and physical signs. Many of these “signs” inhibit a person’s ability to communicate effectively or even at all! These are some examples of how the negative affects of stress on communication skills.

The second area is about Burnouts. These occur when people are overworked. Emotional exhaustion, cynicism, and detachment are common signs of a burnout. The effects of emotional exhaustion were mentioned above but it’s no mystery that cynicism and detachment would also have negative affect on communication. Negativity and distancing oneself from others doesn’t exactly make for great communication.

This chapter also has tons of stuff of coping, behavioral risk factors and such. If we’re looking to enhance other section of the article this would be a great resource. — Preceding unsigned comment added by Kf14af1 (talk • contribs) 00:34, 18 October 2014 (UTC)

3. Gross, R. & Kinnison, N. (2014). Stress: Definitions and Causes. Psychology for Nurses and Health Professionals. (2nd ed., pp 114). Boca Raton: Taylor and Francis Group.

My final resource is from a textbook called Psychology for Nurses and Health Professionals. It has two chapters that are of interest. “Stress: Definitions and Causes” and “Stress: Effects and methods of coping”. The “Stress: Definitions and Causes” has the same sort of information overlap that we’ve seen in just about all of our resources so I won’t bother getting into details on it. The “Stress: Effects and methods of coping” is interesting though. I focused on the coping section because we need so information for that area of the article. It said that whenever we are faced with something our mind decides if it is a threat or not. This is known as the primary appraisal, our mental decision as to whether or not the event at hand is a stressor. Secondary appraisal is when we judge this stressor (if that was the conclusion we came to) and see how well we can handle it with our coping methods. This is where people become stressed. It they feel they can’t handle it things go downhill from there (which is why we need a “developing coping skills” section). After that it lists off some different kinds of coping. AVIODANCE was listed under maladaptive so that clearly has an impact on communication. — Preceding unsigned comment added by Kf14af1 (talk • contribs) 01:33, 21 October 2014 (UTC)

• It looks like I didm;t sign any of my summaries. I'm going to sign them now even though all except for the last one were up by friday.* Kf14af1 (talk) 21:30, 21 October 2014 (UTC)

Shannon's Comments on Kathleen's Summaries

Hey Kf14af1, I really like your second part of the first source that explains how our lifestyle, such as lack of sleep can affects stress levels, down to the molecular level. Do we need to go into this much detail for a wiki article? If so it's a great resource!!

I think the General Adaptation Syndrome of your second source is key information for us to include, I like how it is broken down into 3 stages.

Sf13yg (talk) 02:35, 20 October 2014 (UTC)

Tianna's summaries

Hey girls, these are the summaries for the three sources that I’ve posted previously. My first source was a textbook called Essentials of Understanding Psychology by Feldman and Dinardo. The citation is as follows: Feldman, R. S., & Dinardo, A. (2009). Essentials of Understanding Psychology (3rd ed., pp. 414-443). Whitby, ON: McGraw-Hill Ryerson.

This textbook has a chapter directly focussing on stress and coping with it. It explains what stress is, how it affects people, and how to cope with it. This chapter goes into detail about the nature of stressors. It also categorizes stressors into cataclysmic events, personal stressors and background stressors. The personal and background stressors have the most relevance to psychological stress. This chapter contains a section explaining the general adaptation syndrome model, which is a model that outlines the patterns of physiological responses to stress. It then continues to explain that stress has physiological and behavioural results. The section on coping with stress contains coping methods that are directly related to stress and touches on defense mechanisms as well as learned helplessness. There is a final section that talks about how emotional and social supports can help the coping process. It even brings up research that shows social supports doesn’t have to come from humans, but can come from pets as well.

My second source was a textbook called Foundations of Mental Health Care by Morrison-Valfre. The citation is as follows: Morrison-Valfre, M. (2009). Foundations of Mental Health Care (4th ed.). Toronto, On: Mosby Elsevier.

This textbook has a few chapters that explain communication, which we can relate to psychological stress. The tenth chapter, Therapeutic Communication, begins by explaining what communication is and how it’s essential to everyday life. It touches on theories of communication; Ruesch’s Theory explains how the intent of one of the participants must be to bring a positive change in order for the communication to be considered therapeutic. He believed that a therapist should seek to find the nature of the distress then work with the client to fix the problem. Transactional analysis brings out the idea of creating open and authentic communication between the effective and intellectual components of the personality, and is said to be valuable for nurses to use with their clients.

This chapter also focuses on types of communication (interpersonal and intrapersonal), and the process of communication, explaining feedback, perception and transmission. It goes into detail about the factors that affect communication (culture, social class, relationships, perceptions, values, etc.) and stresses that a health care professional must stay unbiased and helpful. This chapter explains the differences between verbal and nonverbal communication. A very important section is where listening skills and interacting skills are related to therapeutic communication, and are explained how to be used. Barriers to communication such as communicating with mentally troubled patients are also discussed. Finally, the chapter talks about how to assess communication.

Chapter eleven of this textbook explains how the therapeutic relationship must contain trust, empathy, autonomy, caring, hope, acceptance, rapport and genuineness. All of these dynamics and characteristics of a relationship are explained in detail. This chapter talks about the roles of a caregiver and problems that can be encountered in a therapeutic relationship.

My third source is a textbook called Interpersonal Relationships: Professional Communication Skills for Nurses by Arnold and Boggs. The citation is as follows: Arnold, E, & Boggs, K. (2011). Interpersonal Relationships: Professional Communication Skills for Nurses. (6th ed.). St. Louis, MO: Elsevier Saunders.

Part three of this textbook focuses on therapeutic communication. Chapter nine, Communication Styles, focuses on verbal and non verbal communication. It speaks about the verbal and nonverbal styles that influence the nurse to client professional relationship, and explains how to use these appropriately and effectively. This chapter also goes into detail about the sociocultural factors of communication (gender, culture, ethnicity, age, social class, and location). This chapter touches on the style factors that affect a relationship, as well as the roles of the relationship.

Chapter ten, Developing Therapeutic Communication Skills, goes into depth about what the purpose of therapeutic communication is, and the factors that affect it. It explains that you must have a professional self-awareness in order to maintain client-centered communication. It has sections focused on how to actively listen, build rapport, observe and ask questions. The chapter explains how you must listen and look for themes and communication patterns. Seeking clarification is essential for effective communication, and can be done by restating, paraphrasing, reflecting and summarizing.

Chapter twelve, Communicating in Groups, explains how communicating in groups can be used as a therapeutic tool. It has sections based on the groups purpose and the roles within the group. This chapter also explains the difference between individual and group communication, how they are both used for therapeutic communication, and why they are beneficial for coping. Different types of therapeutic groups are discussed in detail.

Chapter thirteen, Communicating with Families, gives many theories on how family systems work, and has a main focus on McCubbin’s Resiliency Model of Family Stress, Adjustment and Adaptation. This chapter provides insight on how to provide information to help the family reach resilience. A section called Family-Centered Relationships in the Community provides information on meeting family informational needs, supporting the caregiver, as well as validating and normalizing emotions. Tianna Tf14rg (talk) 03:26, 18 September 2014 (UTC)

Kathleen's Comments on Tiana's Sources Tianna The first source seems to be pretty good for general information. I think most of the textbooks that we’re looking at all have this genre of stuff. This is great! I think we should all check our sources and try to find overlap so that we can really justify our points. I found the point about social supports coming from pets to be very interesting. I think that we should definitely include this is the final copy. I see it as a form of self care and kind of a “stepping stone”. As we are all aware, psychological stress can make it difficult to communicate and therefore receive social support from other people. Having a pet would help people transition to a point where they are ready to accept and handle even more communication. This will ease them out of their stressful state.

I also thought that the third source seemed very useful. Chapter 12 and 13 specify communication within specific examples (groups and families). I haven’t read the chapters but I would think that there would be some sort of information of problems and issues that can hinder effective communication. I’m also interested in the “information to help the family reach resilience”. These tactics could be put in our coping with stress section as a preventative measure. Kf14af1 (talk) 01:02, 20 October 2014 (UTC)

Shannon's Comments to Tianna

Hey Tianna, great summaries! To spring board off what Kathleen has already commented, your first source will be a great resource for expanding our definition of stress in the article. I would like to add that many of us have coping mechanisms in our sources, and while working on this section in our article it will be filled with great information from many sources. This is awesome, I look forward to compiling all our information.

I like what the theorist explored in your second source, and how if you can find the root of what is the stressor, you can work towards effectively resolving one's stress.

Kathleen Kf14af1 I agree with you on your comment about Tianna's third source, it will be a great addition to the preventive aspect of stress management. Sf13yg (talk) 02:29, 20 October 2014 (UTC)

Comments from Meagan

sorry for the late response guys, i've been so sick and trying to do everything and lets say a little stressed! Here are my comments but I think once we all collaborate we can get a great edit going on this article and it will be spectacular.

Kathleen, I really like how your summaries focus on how stress decreases a person’s desire and ability to communicate. This summarizes and shows how we can focus on editing this Wikipedia page. There is much to discuss about communication when it comes to stress, and also various ways to get off topic. In your first article, talking about culture, I think this is an excellent point that I have not considered yet, and your summary appears to have some truth that I find very interesting. Do these subheadings from your first article go into extreme detail or would only small sections be applicable in the page?

I really enjoy the piece talking about burnouts as I think this is something we can all relate to and is definitely something that should be placed into the article.

Tianna, I think your sources have similarities with Kathleen’s which is great. There is a large amount of useful information in each of your sources which can benefit this article. These sources include similarities on how to cope with stress and primarily on the importance of communication when stressed. I agree with Kathleen that the ideas of pets is very interesting and should definitely be used in the article. I think that therapeutic communication and relationship dynamics are a great point and if used in the article properly could bring in some great information.

I think we could create a section in the article strictly for communication, and maybe under this heading have multiple other headings on how to communicate when stressed as this is the main focus of our project our sources bring in some interesting but easily differentiated thoughts.

Also Kathleen, I agree with your interest in Tianna's "information to help the family reach resilience" This seems like a great coping mechanism. Let me know what you guys think, maybe we could get together before NUSC1p10 lab on Tuesday and talk? Md13sd (talk) 01:12, 20 October 2014 (UTC)

Hey girls, so I went to go check out my third source from the library to summarize today and someone else has checked it out. It is out until the 23rd so I emailed Lynn and she suggested I get a new source and actually suggested something along the lines of the article I found. Let me know what you guys think :) 139.57.213.92 (talk) 23:22, 20 October 2014 (UTC)

Shannon, I really like the idea of your source focusing on laughter. This seems interesting and definitely a fun topic to explore. I also think that the Canadian Fundamentals of Nursing text will have a lot of great information to offer, and through your summary I think that we could pull the information on stressors and coping mechanisms to add to our section. 139.57.213.92 (talk) 23:21, 20 October 2014 (UTC)

Comments from Tianna

So I believe that you guys have covered that we have a lot of similar information based our summaries, which is great! Thanks for the feedback about my sources. I think that you are both pulling out great information from your recources to contribute. I also think that we seem to be in agreement about what we should include. I do find that a lot of the information (or at least mine) are either specifically about stress, or communication, and I think that we have to work on tying them together (which I think you have both done well by showing how certain points are relevant to the other topic).

I also think that although our plan was to put a lot of communication information in the coping mechanism subheading, I think that Meagan's idea to make a separate communication section is good. I think that this would be the easiest way to explain our ideas about communication and stress without going off topic in another subheading.

I've also noticed that both Kathleen's and Meagan's summaries are about specific ideas and that mine are more broad. I think that we could have a style of writing that introduces the broader communication ideas and then go more specific by using examples that are directly related to stress.

Let me know what you guys think! -Tianna Tianna Tf14rg (talk) 21:32, 19 September 2014 (UTC)

Shannon's Summary of Sources

Our “Canadian Fundamentals of Nursing” it has a large chapter about stress alone, this is Chapter 29 on pages 472-488. The content explored in this chapter involves how stress affects the body both biologically and psychologically. It goes on to discuss the risk factors involved with having prolonged stress, this section could help us to build on how stress can effect communication and relationships. Another important aspect of this chapter is that it explains stressors, and coping mechanisms for an entire life time, as a child will cope differently than and elderly client. The chapter provides us with a Nursing Care Plan, but I don't think it would be appropriate to add to a general wiki page. However, there is a health promotion section, in which the prevention of psychological stress is explored. This could really add to our section of stress management.

1. Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2014). Stress and Adaptation. Canadian Fundamentals of Nursing (5th ed., pp. 472-488). Toronto: Mosby/Elsevier Canada.

Secondly, in our “Communication in Nursing” textbook, Chapter 15 has a part in which humour is explored, and its stress relieving benefits. To summarize this section, humor is defined, it explores the fine line between appropriate and inappropriate in a nursing setting which won't really be necessary for our article. The part in which I think would be of most use to our article, would be the health benefits of laughter as research has shown that anxiety is decreased, and stress and tension has been relaxed and last up until 45 minutes afterwards with laughter. This source is not one of our strongest, and that's okay but we could possibly just add the snipit about the research when discussing coping mechanisms.

2. Riley, J. B. (2012). Humor. Communication in Nursing (7th ed., pp. 160-173). St. Louis, Mo.: Mosby/Elsevier.

Finally, I decided to change my last source to a different book in our library titled Coping with Stress: effective people and processes. The reason I decided to change was because this particular book has a chapter (4) that also states humor as a solution for stress management. I have not gotten the chance to pick it up, but with do so after our exam and complete a more in-depth summary then. I believe that this source will be a great addition, and provide more information for this particular coping mechanism.

3. Snyder, C. R. (2001). The Humor Solution. Coping with stress : effective people and processes / edited by C.R. Snyder. (pp.68-88). Oxford; New York : Oxford University Press, 2001.t

The chapter I have decided to summarize in this book is called "The Humor Solution". It discusses the wide variety of ways people become stressed and how men and women differ in their coping strategies. It then goes on to discuss humor's role in coping with emotional stress and how different types of humour work. I particularly like this section of the chapter as it integrates theorist like Freud, and their research on laughter and humor. This chapter has a clear sense of multiple sources, which increases it's validity, which in turn is what we want for our Wiki page.

Sf13yg (talk) 02:00, 20 October 2014 (UTC)

Kathleen's Feedback Shannon, If we're still planning on having a disease section I'm sure that those risk factors of longterm health could help us describe a few. Does it provide a list of actual diseases/illnesses or just symptoms that occur?

Again, all those coping Mechanisms can be added and collaborated with the information in the coping section.

Yes, I think laughter is a great coping mechanism. It's easy enough for people to execute and the results are very logical. Does it suggest ways to trigger laughter or should we just direct our readers to a good online joke book haha :) Kf14af1 (talk) 02:16, 21 October 2014 (UTC)

Kathleen's Response to Feedback

Hey Meagan,

I took a look at the Cultural Considerations from my first reference. The sections does go into further detail about cultural influences. They have an example of the stresses surrounding the care of an elder in the family. A theory called The Revised Sociocultural Stress and Coping Model which takes different cultural elements into consideration when assessing situation like caring for elders. They continue on with the theme of how collectivistic cultures are more willing to ask for help than individualist ones and then it goes on to discuss how these requests are received by the other members of the culture. For example, if an elder needed caring for in a collectivist culture a younger family member would naturally provide it (no stress over who will do it etc.). However, in an individualist culture these sort of requests cause much more tension. Having to care for someone “places a burden” on the caregiver’s life which makes them stressed.

As for the placement of “Burnouts” maybe we could put it in the symptoms section. I’m assuming that we will have a little introductory area about the signs of stress (so that people are able to see them in themselves). Burnouts occur day-to-day situations (workplace). It will helpful for people to be able to pinpoint the anxiety they feel from work.

Tianna mentioned that we need to start tying things together. So far the sections that we appear to have in interest in developing are: 1. General definition of stress 2. Signs/symptoms of stress 3. How stress hinders communication a. Different influences 4. Coping mechanisms 5. Advice on communicating when stress (could this be in the coping mechanisms section??) 6, Diseases cause by Stress

Does anyone have anything else they think we should add?

And just one last point on Tianna's third source: It seems that we are all very interested in the building family resilience chapter. Tianna, could you check to see if the chapter does in fact contain information on how the family can work together to achieve this resilience. Also, if it had a summary or something of all the benefits of resilience that would be great. Kf14af1 (talk) 02:08, 21 October 2014 (UTC)

Kathleen: Yay, we're really getting somewhere here! Okay, I think that now that we've all decided what we're working own we should try to help each other out by recommending sources to work with. Check your references and try to categorize them based on our topics Kf14af1 (talk) 22:49, 21 October 2014 (UTC)

Further Discussion of Summaries

Lynn: Our summaries and earlier feedback are all above. Kf14af1 (talk) 21:26, 21 October 2014 (UTC)

Great, now you have to decide on what you'll put in the article - on what your edits will be. Maybe you need a bit more information from your sources but you won't know for sure until you begin editing. You can just jump into the editing or you can have some more discussion of what exactly needs to go in the article. You'll need to have some rationale for the edits when you make them on the real article. --LynnMcCleary (talk) 21:42, 21 October 2014 (UTC)

Group Discussion

Meagan: Hey girls, looks like Lynn gave us some feedback, thanks Kf14af1 for notifying Lynn of our completed summaries. Looks like we have a few options, we can just start right away on the editing, or we can simplify our ideas pull them all together. Do you think assigning different sections for each of us is best or working on the article together? I'm up for suggestions, and obviously we all have lots of work to do, so whatever works best with everyone is something we can work out. :) Meagan Md13sd (talk) 21:53, 21 October 2014 (UTC)

Kathleen: I think that it would be a good idea to have one main person on all the topics (specialist) but still have everyone contribute. First of all, we need to narrow down exactly what we're editing and respond to any feedback that was provided earlier (above Kf14af1 (talk) 22:02, 21 October 2014 (UTC)

Kathleen: I listed some potential topic ideas above. Should we narrow them down to four so we can each focus on one? IF anything, we could drop the diseases. That does;t really relate to communication Kf14af1 (talk) 22:03, 21 October 2014 (UTC)

Meagan: I think narrowing them down is a good idea, or at least making them headings and subheadings if we wanted to get super detailed. Do we all agree we want to create one heading titled COMMUNICATION and then our edits under this? Md13sd (talk) 22:14, 21 October 2014 (UTC)

Kathleen: I like the "communication idea". It keeps us in one place. Kf14af1 (talk) 22:14, 21 October 2014 (UTC)

Meagan:: I agree, I also like the communicating when stressed and how to communicate section, I think this is important to add to our article Md13sd (talk) 22:16, 21 October 2014 (UTC) also Kf14af1 I am confused by the specialist that you mentioned earlier? Wouldn't this specialist be doing everything? Or just helping to organize everything?

Kathleen: The specialist would do most of the writing and others would advise it and contribute in smaller ways. Should it be more collaborative? Kf14af1 (talk) 22:22, 21 October 2014 (UTC)

Kathleen: and yes I agree with user: md13sd's big COMMUNICATION title — Preceding unsigned comment added by Kf14af1 (talk • contribs) 22:24, 21 October 2014 (UTC)

Kathleen: Okay, so what topics do we want? Meagan said communicating while stressed and I agree however I think it might be a bit too specific. Could we put it in the coping with stress section? Kf14af1 (talk) 22:25, 21 October 2014 (UTC)

Tianna I think that Kathleen's idea about having our own specific sections is a good idea. We seem to be in agreement that our sources are credible, and contain the same information. I think we should set a date to have our edits and ideas done by so that we can come together and make suggestions and provide more relevant info if needed. The separate communnication subtitle is a good idea As for the family resilience section, it is rather large and contains quite a bit of information. However, my point about the pets was a much smaller section. Tianna Tf14rg (talk) 21:32, 19 September 2014 (UTC)

Meagan: I agree with the due dates, but there are weekly things due once again, on the course page it shows when things are due again and next week by Wednesday we are to have the following done: Each student contributes to revisions of article in sandbox, including citations and Students discuss and refine editing. Should we move the article to a sandbox now? Md13sd (talk) 22:27, 21 October 2014 (UTC)

Kathleen: I don;t think that we should move to the sandbox until we establish exactly what everyone is responsible for. What are our four topics!!! Once we figure this out things will be much easier and organized Kf14af1 (talk) 22:29, 21 October 2014 (UTC)

Shannon Hey girlies! This is awesome and I think we can totally jump into editing very shortly! I agree on the suggestion of taking on one main topic, and then everyone contributing. If this is what we agree on, I have resources for coping mechanisms and would be willing to take on that. Tianna's idea of deadlines is a perfect suggestion, but like Meagan mentioned we have deadlines from Lynn. — Preceding unsigned comment added by 139.57.223.20 (talk) 22:32, 21 October 2014 (UTC)

Tianna I think that we need should copy and paste the parts that are relevant to what we're editing. We also need to come to a decision on what is going to go into our communication section. Kathleen, if you think that Maegans idea is too specific, do you have any other suggestions? I think we can relate it into coping mechanisms.. but I think that we would have to decide based on the information that we have about communicating while stressed. Tianna Tf14rg (talk) 18:34, 19 September 2014 (UTC)

Kathleen: Yeah! DO you guys think that we could put the communicating while stressed into the coping section? Or is that too much of a stretch? Kf14af1 (talk) 22:35, 21 October 2014 (UTC)

Shannon Ps. I love adding a section name "Communication" and having our additions there!

Tianna . well i think the four topics could be 1. Signs/symptoms of stress 2. How stress hinders communication and Different influences 3. Coping mechanisms 4. Advice on communicating when stress (i think my family resilience will fit well in here). I think the definition of stress can just be a group contribution. Tianna Tf14rg (talk) 18:36, 19 September 2014 (UTC)

Kathleen: Perfect

Shannon YES!

""Kathleen"": Tianna do you want to take that section on? And Shannon can have coping mechanisms? Kf14af1 (talk) 22:40, 21 October 2014 (UTC)

Tianna I would be willing to do that if you and Meagan can decide on the other topics. Tianna Tf14rg (talk) 18:36, 19 September 2014 (UTC)

Kathleen: Sounds good. user: Md13sd does that work for you? I think the "how stress effects comm" is a pretty big section so we could work on it together. And then we could also throw together the intro Kf14af1 (talk) 22:45, 21 October 2014 (UTC)

Meagan: I am just concerned that we will get off topic with broad subjects if that makes sense, I want to ensure we stay within the communication guidelines. I think Kathleen is right until we figure everything out we should just hold off on the article, once we establish this confusion we can start to bring in pieces like Tianna said. I think the four topics need to be broad but also centred around communication so I would say that the topic like Kathleen mentioned as "general definition of stress" can be done, but not as a topic because this is small in comparison to others if that makes sense?? It is important but doesn't have the ability to go into detail like others. Md13sd (talk) 22:47, 21 October 2014 (UTC) − Meagan: of course, finally get this to post and you've already discussed LOL, sorry guys, i think that these topics sound great, and yes Kathleen I am good to do this portion with you, sounds awesome. Sorry I wasn't able to post for a bit there! Md13sd (talk) 22:47, 21 October 2014 (UTC)

Tianna It will be a large section, so I think the two of you collaborating is a good idea. The symptoms section is kid of a section that needs fixing, but doesn't quite relate to communication as much. If any of you guys liked any of my points you can contact be for the book(s) if you need it, just let me know! Tianna Tf14rg (talk) 18:47, 19 September 2014 (UTC)

Kathleen: Great! Yay, Tianna has a good point. Review each others references and if you see something you like ask them about it. This will make the project more collaborative Kf14af1 (talk) 22:50, 21 October 2014 (UTC)

Shannon We are off to a great start, I love the title, and now that we have our sub categories we can hit it off to a great start! Talk soon girls, I need to go study! Sf13yg (talk) 22:51, 21 October 2014 (UTC)

Kathleen: Recommend references to each other to speed up the process Kf14af1 (talk) 22:53, 21 October 2014 (UTC)

Meagan: So my computer just allowed me to read all of the conversation, and I think this sounds great, this section that we will work on User:Kf14af1 is pretty large so we can get it done and I like the idea of an intro as well! Glad we got this sorted out! Md13sd (talk) 22:54, 21 October 2014 (UTC)

Tianna I'm glad we have come to final decisions! If we could have our stuff posted by sunday night( this is a realistic time for me, i'm not sure about you guys), this will give the others time to look through their stuff and be able to add to your edits.ianna Tf14rg (talk) 18:57, 19 September 2014 (UTC)

Discussion about the edits being made

Tianna Hey girls, I just wanted to let you guys know what I have put some direct quotes from my third source (the interpersonal relationships textbook) in the user page part of the sandbox. I haven't come out with solid edits, they are just quotes with the corresponding page numbers. I figured taking a look at the information I have from the family communication (and family resilience) section would be a good start to figure out how I want to edit my section. A lot of these quotes are based on therapeutic communication for nurses, meaning that it provides a lot of information on how certain behaviours can affect families, but it doesn't actually provide advice on how to help the families fix these problems (because nurses can't council). So I was wondering if you guys thought we should maybe rename my section (which is named "Advice on communicating while stressed"), but then a lot of the information basically falls under Kathleen's and Meagan's topic, and some under Shannons. I'm wondering if maybe it will be easier just to pool information.. So if you guys could take a look at some of the quotes I've posted, and let me know, that would be great! If you guys aren't quite ready to post a solid edit to the page then maybe just try and add some of your information up here so that it can be worked with and looked at by others. I hope you guys have had a good weekend, and a nice break after this stressful week! Tianna Tf14rg (talk) 22:41, 26 September 2014 (UTC)

I have also copied and pasted the relevant parts of the main article into our user page so we can begin editing. if you girls think that there is anything else that is or may be relevant go ahead and add it aswell! Tianna Tf14rg (talk) 23:06, 26 September 2014 (UTC)

Kathleen: For our little meeting tonight be sure to come with some idea or specific information so that we can, as Tianna said, "pool" our information. Thanks for copying the article over. Once we get a chance to look at it and the resources we have together we should be able to edit it. Kf14af1 (talk) 15:02, 28 October 2014 (UTC)

Edit Plans and Ideas for the Final Cut

Kathleen: Hey girls! I'm just posting a rough draft of my contribution to the page. I'm doing "How Stress Affects Communication". This is the first half of my piece and by the looks of it I'm going to have to cut it down a bit. I'll be making a million changes over the next few days but I just wanted you guys to get a sense of where I'm headed. Also: No references are included yet but they will be eventually :) Anyways, here it is:

Physiological Responses to Stress that Affect Communication The body responds to stress in many ways. Readjusting chemical levels are just one of them. Here are some examples of adjustments and changes that affect communication.

This information is incongruent with the title; mentioning how the body responds to stress in more than just the physiological sense when the title states that you are going to subsequently discuss physiological responses to stress. Rebecca L 04:53, 10 November 2014 (UTC)

It would flow with more ease if you took out this information and just started with “General Adaptive Syndrome” Rebecca L 04:52, 10 November 2014 (UTC)

• General Adaptive Syndrome o This syndrome is the body’s reaction to stress over a long period of time. The stessors that trigger General Adaptive Syndrome can be anything from a troubled romance to a new job. General Adaptive Syndrome occurs in three stages: 1. The Alarm Reaction This stage occurs when the stressor is first presented. The body begins to gather resources to deal with the stressor. The pituitary gland begins releasing hormones such as adrenaline, nonepinephrine, and cortisol into the bloodstream to adjust bodily processes. 2. The Stage of Resistance This onset of this stage is when the hormonal changes in the body balance out. Although this indicates that the body has adapted appropriately to accommodate the stressor of interest it becomes more susceptible to other stressors. Psychosomatic disorders begin to appear at this stage (ex. Illness). These disorders have a negative affect on the health of the person and therefore hinder their ability to communicate with others 3. The stage of exhaustion This is when the body is drained of the hormones and resources it was depending on to manage the stessor. The person now begins to exhibit behaviors such as anxiety, irritability, avoidance or responsibilities and relationships, self-destructive behavior, and poor judgment. If someone is experiencing these symptoms they have a much greater chance of lashing out, damaging relationships, or avoiding social interaction at all!

Fantastic addition. Really easy to follow and it is important information when discussing stress! Rebecca L 04:52, 10 November 2014 (UTC)

• Quality of Sleep o Everyone is able to recognize the importance of a good night’s sleep. It allows people to rest and reenergize for another day filled with interactions and tasks. If someone is stressed it is extremely important for them to get enough sleep so that they can think clearly. Unfortunately, chemical changes in the body caused by stress can make sleep a difficult thing. o Glucorticoids are released by the body in response to stress which can disrupt sleep. Sleep comes in four stages and the deepest, most restful sleep can only be attained after having been asleep for an hour. If someone’s sleep is constantly disrupted they won’t feel properly rested. This will make the irritable and less inclined to communicate with others.

Grammar (add a comma). Word choice: “properly” which means correctly, appropriately…does not properly fit in this content.Rebecca L 04:52, 10 November 2014 (UTC)

“If someone’s sleep is constantly disrupted (add comma), they will not feel rested. Rebecca L 04:52, 10 November 2014 (UTC)

This is not neutral content... this statement reflects more of a biased opinion because not everyone is able to recognize the importance of a good night’s sleep. Maybe eliminate this sentence to remain neutral, and start the following sentence with “Sleep allows people to rest and…” instead of having it start with “It allows….” Rebecca L 05:01, 10 November 2014 (UTC)

Stressful Social Experiences that Affect Communication Differences, social pressures, change, and the desire to maintain a certain image are all social aspects that cause people to be stressed. Once stressed, many challenges can arise one being difficulty communicating. Here are some examples of how stress can hinder communication.

• Cultural Differences: Individualistic vs. Collectivistic o The cultures of the world generally fall into two categories; individualistic and collectivistic (Craven, Hirnle, and Jensen, 2013). • An individualistic culture, like that of the United States, where everyone is an independent entity defined by their accomplishments and goals. • A collectivistic culture, like that of many Asian countries, prefers to see individuals as interdependent on each other. They value modesty and family. o These cultural differences can affect how people communicate when they are stressed. For example, a member of an individualistic cultural would be hesitant to ask for pain medication for fear of being perceived as weak (Craven et al., 2013). A member of a collectivistic culture would not hesitate. They have been brought up in a cultural where everyone helps each other and is one functional unit whereas the member of the individualistic culture is not as comfortable asking others for aid (Craven et al., 2013)

• Language Barriers o This can also diminish communication due to stress. All languages have their own way of using names, titles, and just interacting (Morrison-Valfre, 2009). o These differences can make intercultural communication relatively stressful. Not speaking the same languages, different ways of showing respect, and different use of body language can make things difficult. o Being uncomfortable with the communication around a person can discourage them from communicating at all (Morrison-Valfre, 2009).

• Changes in the home o Divorce, death, and remarriage are all disruptive events in a household. o Although everyone involved is affected affect by event such as these it can be most drastically in children. o Due to their age, children have relatively undeveloped coping skills. For this reason a stressful event may cause some changes in their behavior. • Falling in with a new crowd, developing some new and sometimes undesirable habits are just so of the changes stress may trigger in their lives. o Another interesting change is talking to an imaginary friend. A child may feel angry with a parent or their peers “who brought this on them”. They need someone to talk to but it definitely won’t be the person with whom they are angry. That’s when the imaginary friend comes in. They “talk” to this imaginary friend but in doing so they cut off communication with the real people around them.

Rewording? Awkward phrasing: “Once stressed, many challenges can arise one being difficulty communicating. Here are some examples of how stress can hinder communication.” Suggestion...“Challenges may arise when one is stressed; a recognized challenge being communication…” Rebecca L 04:52, 10 November 2014 (UTC)

Rewording required due to grammatical error. It is very hard to follow this sentence: “Although everyone involved is affected affect by event such as these it can be most drastically in children.” Rebecca L 05:01, 10 November 2014 (UTC)

Citations needed for: “A particularly interesting response to stress is talking to an imaginary friend. A child may feel angry with a parent or their peers who they feel brought this change on them. They need someone to talk to but it definitely won’t be the person with whom they are angry. That’s when the imaginary friend comes in. They “talk” to this imaginary friend but in doing so they cut off communication with the real people around them.” The information presented (especially “A particularly interesting response to stress is talking to an imaginary friend. A child may feel angry with a parent or their peers who they feel brought this change on them.”) sounds like original research…citations and sources needed to verify this information. Rebecca L 05:01, 10 November 2014 (UTC)

Citations are needed: “Divorce, death, and remarriage are all disruptive events in a household. Although everyone involved is affected affect by event such as these it can be most drastically in children. Due to their age, children have relatively undeveloped coping skills. For this reason a stressful event may cause some changes in their behavior.” Citations constitute “proof”, and without citations here, this can be interpreted as biased information, original research, or just an inference made on these situational events. Rebecca L 05:01, 10 November 2014 (UTC)

Brilliant addition. Congratulations on finding a unique way to incorporate communication with stress when considering the social aspect! Rebecca L 05:05, 10 November 2014 (UTC)

Kf14af1 (talk) 21:58, 29 October 2014 (UTC)

Okay, I posted my piece above. The other half is there and I've reformatted the entire thing but the content is identical to when I posted it the first time. Now that we've got everything up it's time to get moving on the article sandbox! Kf14af1 (talk) 15:15, 1 November 2014 (UTC)

Edit plans from Meagan

Hey girls, so I am posting my rough draft, and plan to look at everyone's tomorrow to provide feedback. Let me know what you think about my edit, the references will be coming shortly also!

How to Prevent Misunderstanding while Communicating when Stressed. Communication is an important stress-management skill. Although this seems like an easy skill, there is much more to communication than simply speaking. In fact, communication can cause problems such as misunderstandings when not used effectively. There are certain things that need to be done to achieve effective communication:

The first thing is to be clear about is what is wanted or needed when speaking with others.

This technique requires the individual’s recognition of distorted and exaggerated expectations and thoughts.

An easy way to obtain this guideline is by reflecting the intention of the conversation in the statement. By reflecting what the desired outcome of the conversation is, there is little room for miscommunication.

The second guideline for effective communication is to use assertive communication.

An assertive statement is non-judgemental, expresses feelings and opinions and reaffirms perceived rights

ThebBest way to use the assertive technique is with manipulating the following formula

I feel [emotion], when you [the behaviour], because [explanation].

When people are stressed, they cannot verbalize their feelings correctly. When the receiver in the conversation cannot understand the needs of the person, miscommunications happen and the person may feel victimized and blame others for not understanding.

The third guideline is empathy which is defined as the ability to consider another person’s perspective and to communicate this perspective back to that person.

The final guideline to prevent misunderstandings when communicating while stressed is cognitive restructuring

Which facilitates assertive communication as it requires the person to identify their thoughts and feelings

Some ways to restructure cognitively is by stopping and understanding what the conversation holds.

Breathing deeply as this will release any tension and promote relaxation which will allow you to reflect on the true emotions.

Reflecting on how you feel emotionally and how you feel immediately allow you to choose the right answer.

Choosing: choosing the more realistic and helpful way of thinking allows the communication to be straight forward and upfront leaving little room for miscommunication.

By following the above techniques and guidelines, the chance of a miscommunication in a conversation will decrease. Once the ability to communicate with assertive techniques is worked into everyday life, the frequency of misunderstandings will decrease significantly.

The importance of understanding how to communicate assertively is critical for daily life. With the knowledge of how to properly communicate, whether stressed or not, the ability to communicate will become easier and result in less misunderstandings and frustrations which can contribute to one’s stress.

I think this was a very productive addition to the article. It follows its prelude (“Communicating With Someone Who Is Stressed”) very nicely. It is broad in its coverage and remains focused on the subject stress. Very refreshing add! Rebecca L 05:05, 10 November 2014 (UTC)

I noticed though that this section needs more references/sources/citations. It sounds like the information came from original research or the information presented sounds like opinions/inferences Rebecca L 05:05, 10 November 2014 (UTC)

Md13sd (talk) 19:59, 31 October 2014 (UTC)

Edit Plans from Tianna

Hey girls, here is what I have written so far. I know that we have kind of switched my topic around a bit, and I just wanted to make sure that this is the type of thing that you guys were looking for. It definitely still needs some work. I used the table on page 23 in the Riley textbook to help come up with these ways to communicate with someone who is stressed. I feel like Meagan has covered the "how to communicate when stressed concept" so I tried to cover how to communicate with someone who's stressed, and I like that Meagan has given "formulas" and stuff to help further explain her points. I think that something like that would also go well in this section, so I'm going to look into finding that kind of information for my topic.

I am also wondering when you guys think that we should take our parts and try to connect them and put them into the article. It definitely needs to happen soon, although I know that we have only posted a lot of rough edits. I think that we are on the right track with what everyone has been writing! Again, just let me know if this is what you guys had in mind when we talked about changing my focus.

Communicating With Someone Who Is Stressed

The stress of a person can greatly affect those around them, especially in families. “Families can experience many conflicting emotions when placed in the position of providing protected care for a loved one. Compassion, protectiveness, and caring can be intermingled with feelings of helplessness and being trapped.” (Arnold & Boggs, p.267) Emotional support is crucial to helping families cope (Arnold & Boggs, p. 267). This emotional support can be expressed through many communication methods. It is important that you remain prepared mentally, emotionally, and physically to assist him or her. It is favourable that you remain punctual and polite in your manner of relating to them, and that you do your best to promote their well-being and comfort (Riley, p.22).

In order to be able to effectively communicate with someone who is stressed, you must know how to interact with them in a way that can be beneficial for them. Therapeutic communication techniques can help with these types of communication. These techniques include but are not limited to listening, making open-ended comments, reducing distance, restating, seeking clarification, reflecting, and planning. (Riley, 23) Actively listening to someone when they are stressed can help them release frustrations and cope with their problems. Listening shows that you are interested in the person, and can have great therapeutic value. It is important to show that their needs are above yours in order for the interaction to be therapeutic. (Riley, p. 23-24)

Making open-ended comments can allow the person who is stressed to decide the direction that the interaction can take and encourages them to keep talking. (Riley, p.23)

Reducing physical distance between yourself and the person who is stressed, non-verbally communicates that you want to be involved in helping the person. (Riley, p.23)

In order to validate that the message is being interpreted properly, it is a good idea to restate what the person has said. Seeking clarification can also help to ensure that you understand what they’re communicating. (Riley, p.23)

Try reflecting about what they have said to you. It will show that you see the importance in his or her feelings, ideas and interpretations. (Riley, p.23)

At the end of the conversation, it is a good idea to help them plan their goals, direction and so forth, of future interactions. (Riley, p.23)

It is important to avoid being judgemental, and rejecting what the person has said. It may make them feel that they are personally being rejected. (Riley, 24)

Maybe add the “Nonverbal Communication Methods” before the “Verbal Communication Methods” since communication involves more nonverbal communication then verbal communication Rebecca L 05:09, 10 November 2014 (UTC)

Content in the Nonverbal Communication and the Verbal Communication sections are verifiable and cited properly. Very interesting incorporation of communication within this article. Again, congratulation goes out to your creative thinking! Takes a lot of creativity and critical thinking to be able to connect communication to stress and to do so in a way that is relevant to the article!Rebecca L 05:09, 10 November 2014 (UTC)

This is amazing content, it’s broad in its coverage and it is very easy to follow. Great citations and sources used (demonstrating excellent verifiability) and I’m impressed at how this section augments the article! Again, great addition :) Rebecca L 05:09, 10 November 2014 (UTC) — Preceding unsigned comment added by Rl11ge (talk • contribs)

Tianna Tf14rg (talk) 23:39, 31 October 2014 (UTC)

Edits Plans from Shannon

Hey Girls, here is my contributions, the stuff that I personally worked on and added sources should all be in bold, where as the unbolded sections is what I am keeping from the original article. Also, I am unsure as to how to cite, with those little number boxes, so for right now it is just standard in-text citations.

Coping mechanisms The Lazarus and Folkman model suggests that external events create a form of pressure to achieve, engage in, or experience a stressful situation. The stress one may feel is not the external event itself but rather their own interpretation and response to the potential threat, and that is when coping processes begins (Snyder, 2001).

Individuals deal with perceived threats that may be stressful, in various ways. However people tend to respond to these threats with a singular, predominant coping style, in which they try to dismiss feelings, or change whatever the situation is that is making them feel stressed (Snyder, 2001). There are different classifications for coping, or defense mechanisms, however they all are variations on the same general idea: There are good/productive and negative/counterproductive ways to handle stress. Because stress is perceived, the following mechanisms do not necessarily deal with the actual situation that is causing an individual stress. However, they may be considered coping mechanisms if they allow the individual to cope better with the negative feelings/anxiety that they are experiencing due to the perceived stressful situation, as opposed to actually fixing the concrete obstacle causing the stress. The following mechanisms are adapted from the DSM-IV Adaptive Functioning Scale, APA, 1994. Highly adaptive/active/problem-focused mechanisms[edit] These skills are what one could call as “facing the problem head on”, or at least dealing with the negative emotions experienced by stress in a constructive manner. (generally adaptive)

• Affiliation – involves dealing with stress by turning to a social network for support, but an individual does not share with others in order to diffuse or avoid the responsibility.[8][9]

• Humor – the individual steps outside of a situation in order to gain greater perspective, and also to highlight any comic aspect to be found in their stressful circumstances.[8] “The Association for Applied and Therapeutic Humor defines therapeutic humor as ‘any intervention that promotes health and wellness by stimulating a playful discovery, expression or appreciation of the absurdity of or incongruity of life’s situations. This intervention may enhance health or be used as a complementary treatment of illness to facilitate healing or coping whether physical, emotional, cognitive, or spiritual” (Riley, 2012).

Sigmund Freud, a well known neurologist, suggests the humor was an excellent defensive strategy in emotional situations (Snyder, 2001). When one laughs during a tough situation they feel absent from their worries, and this allows them to think differently (Riley, 2012). When one experiences a different mind set, they feel more in control of their response, and how they will go about dealing with the stressors.

The book, Coping with Stress by Snyder suggests that this perspective-taking humor is the most effective humor in relieving stress due to its ability to distance oneself from the situation of great stress (Snyder, 2001). Studies show that the use of laughter and humor creates a perception of relief of stress that can last up to 45 minutes post-laughter (Riley, 2012).

Also, most hospitalized children have been seen to use laughter and play to relieve their fear, pain and stress. It has been discovered that there is a great importance in the use of laughter and humor in stress coping (Riley, 2012). Humans should use humor as a means to transcend their original understanding of an external event, take a different perspective, in which their anxiety may be minimized by.

• Sublimation – allows an “indirect resolution of conflict with neither adverse consequences nor consequences marked by loss of pleasure.[10] Essentially, this mechanism allows channeling of troubling emotions or impulses into an outlet that is socially acceptable.

• Positive reappraisal – redirects thoughts (cognitive energy) to good things that are either occurring or have not occurred. This can lead to personal growth, self-reflection, and awareness of the power/benefits of one's efforts.[11] The final path model fitted well (CF1 = 1, RMSEA = 0.00) and showed that direct quality of life paths with β = -0.2, and indirect social support with β = -0.088 had the most effects on reduction of stress during pregnancy.[12] Other adaptive coping mechanisms include anticipation, altruism, and self-observation.

Mental inhibition/disavowal mechanisms[edit] These mechanisms cause the individual to have a diminished (or in some cases non-existent) awareness about their anxiety, threatening ideas, fears, etc., that come from being conscious of the perceived threat.

• Displacement - This is when an individual redirects their emotional feelings about one situation to another, less threatening one.[13]

• Repression – Repression occurs when an individual attempts to remove all their thoughts, feelings, and anything related to the upsetting/stressful (perceived) threat out of their awareness in order to be disconnected from the entire situation. When done long enough in a successful way, this is more than just denial.

• Reaction formation – An individual substitutes their feelings or thoughts or behavior with the exact opposite. An attempt to remove any “unacceptable thoughts” from one's consciousness by replacing them with the exact opposite.[14]

Other inhibition coping mechanisms include undoing, dissociation, denial, projection, and rationalization. Although some people claim that inhibition coping mechanisms may eventually increase the stress level because the problem is not solved, detaching from the stressor can sometimes help people to temporarily release the stress and become more prepared to deal with problems later on.

Active mechanisms[edit] These methods deal with stress by an individual literally taking action, or withdrawing.

• Acting out – Often viewed as counter-normative, or problematic behavior. Instead of reflecting or problem-solving, an individual takes maladaptive action.[9]

• Passive aggression – When an individual indirectly deals with his or her anxiety and negative thoughts/feelings stemming from their stress by acting in a hostile or resentful manner towards others. Help-Rejecting Complaining can also be included in this category. Depending on the situation, all of these coping mechanisms may be adaptive, or maladaptive.

Health promotion (Potter, Perry, Stockert and Hall, 2014): There is an alternative method to coping with stress, in which one works to minimize their anxiety and stress in a preventative manner. If one works towards coping with stress daily, the feeling of stress and the ways in which one deals with it as the external event arises becomes less of a burden.

Suggested strategies to improve stress management include:

1. Regular Exercise - set up a fitness program, 3-4 times a week

2. Support Systems - to listen, offer advice, and support you

3. Time Management - develop an organizational system

4. Guided Imagery and Visualization - create a relaxing state of mind

5. Progressive Muscle Relaxation - loosen tense muscle groups

6. Assertiveness Training - work on effective communication

7. Journal Writing – express true emotion, self-reflection

8. Stress Management in Your Workplace - organize a new system, switch tasks to reduce own stress.

I found this hard to follow at first. Maybe be concise and just say: “Stress is not the external event itself (add comma), but rather an interpretation and response to the potential threat (add semi colon); this is when the coping process beings" instead of “The stress one may feel is not the external event itself but rather their own interpretation and response to the potential threat, and that is when coping processes begins”Rebecca L 05:18, 10 November 2014 (UTC)

Rewording and grammar for: “Individuals deal with perceived threats that may be stressful, in various ways. However people tend to respond to these threats with a singular, predominant coping style, in which they try to dismiss feelings, or change whatever the situation is that is making them feel stressed”... Suggestion for wording: “There are various ways individuals deal with perceived threats that may be stressful. However (add comma), people have a tendency to respond to threats with a predominant coping style, in which they dismiss feelings, or manipulate the stressful situation.” Rebecca L 05:18, 10 November 2014 (UTC)

Rewording and grammar for: “Individuals deal with perceived threats that may be stressful, in various ways. However people tend to respond to these threats with a singular, predominant coping style, in which they try to dismiss feelings, or change whatever the situation is that is making them feel stressed”... Suggestion for wording: “There are various ways individuals deal with perceived threats that may be stressful. However (add comma), people have a tendency to respond to threats with a predominant coping style, in which they dismiss feelings, or manipulate the stressful situation.” Rebecca L 05:18, 10 November 2014 (UTC)

Great contribution here! The information you have added helped transition the topics of perceived stress into coping mechanisms for perceived stress, very nicely. This really helped the flow and organization under this heading :) Rebecca L 05:18, 10 November 2014 (UTC)

Needs to be concise…hard to follow (structure wise) for: “There is an alternative method to coping with stress, in which one works to minimize their anxiety and stress in a preventative manner. If one works towards coping with stress daily, the feeling of stress and the ways in which one deals with it as the external event arises becomes less of a burden.”...Suggestion for wording: “Alternative methods to coping with stress can prevent or minimize anxiety and stress. Daily preventative measures include:” (and then list of coping methods?) Rebecca L 05:18, 10 November 2014 (UTC)

Preventative measures to stress and alleviation of anxiety was a very good addition to the article; preventative measures are very important when considering stress. Good thinking! Rebecca L 05:18, 10 November 2014 (UTC) — Preceding unsigned comment added by Rl11ge (talk • contribs)

Rewording could enhance speech flow. Grammar (adding commas necessary). Addition of a wikilink here would be useful (Sigmund Freud): “Sigmund Freud, a well known neurologist, suggests the humor was an excellent defensive strategy in emotional situations. When one laughs during a tough situation they feel absent from their worries, and this allows them to think differently. When one experiences a different mind set, they feel more in control of their response, and how they will go about dealing with the event that caused stress.”...Suggestion for wording: “Sigmund Freud (maybe considering leaving out “a well known neurologist”) suggests that is (not was) an excellent defensive strategy in emotional situations. Laughing during a tough situation distracts an individual from their worries, allowing them to experience a different mindset. Different mindsets allow individuals to gain a sense of control over their situational response, and how they choose to cope with the event that caused stress.” Rebecca L 05:22, 10 November 2014 (UTC)

Sf13yg (talk) 16:36, 1 November 2014 (UTC)

Editing Comments

Kathleen: Hey Shannon

I read your coping mechanisms section and I think that your content is great I just have a few organizational and wording suggestions.

1. You’ve got a lot of great information in the Humor section but I think that it’s too much at one time. I was a bit overwhelmed by the size of the paragraph. I think that if you split into separate paragraphs (like a separate paragraph when you start talking about Sigmund Freud, a new paragraph for “The book, Coping with…”, and one for hospitalized children) it would make it easier to distinguish between the different subtopics you cover.

2. This is a quote from that same paragraph, “When one experiences a different mind set, they feel more in control of their response, and how they will go about dealing with the stressors”. My concern here is the word stressors. Although this section is about coping with stress so the term stressor can easily be inferred I think it would be helpful if you identified what a stressor is or use the term in an explanatory way earlier in the paragraph. When reading I was a little startled by this word and it took me a moment to realize what a stressor was. I think it would be helpful to readers if it was directly or indirectly explained.

3. This is another quote. “Studies show that the use of laughter and humor creates a perception of relief of stress that can last up to 45 minutes post-laughter”. I don’t think that perception in the right word in this situation. Maybe a sense of relief? A moment of relief? A feeling of relief?

Shannon: Hey Kathleen, I really appreciate your comments they are great catches to things I easily missed in my review. I shall take you up on all your suggestions and you will see those changes immediately, Thank you! Sf13yg (talk) 02:36, 5 November 2014 (UTC)

I don’t want to see picky because your part is awesome, I just get hung up on small details :) Kf14af1 (talk) 01:33, 5 November 2014 (UTC)

Kathleen: Hey Tianna

I read your piece and all around it’s good! I just have couple suggestions.

1. Quoting your piece, “Families can experience many conflicting emotions when placed in the position of providing protected care for a loved one. Compassion, protectiveness, and caring can be intermingled with feelings of helplessness and being trapped." This is a great quote but I feel like it could be more clearly explained. You’re talking about how the family feels while supporting the stressed person and then you say, “Emotional support is crucial to helping families cope” (talking about supporting the family), and then two sentences later it’s back to supporting the stressed person. It just jumps around a little bit. I’d either make them all about supporting the stressed person or continue your thought about supporting the family by saying something like, “Emotional support is crucial to helping families cope with the challenge of supporting their loved one (stressed person)”.

2. I’m not sure if this is an issue on wiki but I saw a couple personal pronouns throughout you piece (“you” in particular). We can either look up whether or not that’s allowed or change to (for example) “the caregiver” to be safe.

3. The “In order to be able to…” paragraph is PERFECT. It seems so professional! :)

4. In your third tip for verbal communication methods you say, “Try reflecting about what they have said to you”. I think that instead of saying “they” I think you should restate the “stressed person” (or whatever term you think is most fitting). I’m only saying this because you have mentioned/used the word “stress person” in a while so it’ll just help keep the reader on track and avoid confusion as to which person is playing which role in that tip.

5. One last thing, I think your first paragraph is big enough to be broken down into two separate paragraphs (to make it more reader friendly). I thought that the, “As well as family support, social…” would be a great part to start the new paragraph.

Again, I now I seem really picky but I hope I'm not coming across as pushy or mean. I get hung up on small details so these things jump out at me :) Kf14af1 (talk) 01:33, 5 November 2014 (UTC)

Kathleen: Hey Meagan It’s looking good but I have a couple suggestions.

1. In the first paragraph you say, “In fact, communication can cause problems such as misunderstandings when not used effectively”. This is fine but readers might not understand what you’re trying to get at. What are the consequences of misunderstandings? How does that relate to stress? I’d elaborate in that area a little more.

2. I’m a little confused by this sentence: “This technique requires the individual’s recognition of distorted and exaggerated expectations and thoughts”. I’m not sure what you’re trying to tell me as a reader by that. Maybe reword or elaborate?

3. A couple picky wording issues: In the sentence, “An easy way to obtain this guideline is by reflecting the intention of the conversation in the statement” maybe consider changing the word “obtain” to “meet” and the word “intention” to “purpose”. Just for flow purposes.

4. Just some formatting tips: First of all, I like how you introduce your guidelines you putting them on there own line so that it is very clear. You did this for guidelines one and two but not three and four. I think it would be good for organizational purposes if they were consistent. Also I think it would help if you bolded those introductory sentences (like, “The second guideline for effective…”). It would make the article easier to navigate.

5. Finally, you say “second guideline/third guideline/final guideline” for you second, third and fourth tips but for your first one you say “The first thing…”. I think that the word “guideline” fits better than the word “thing” so that it’s consistent with the others :)

Also, there's a little typo on the word "best" in your piece. It says "bBest" or "Bbest", I can't remember. I'm sure you'll come across it. And the word which has a capital w in the middle of a sentence around that same area. Just little typing errors :)

That’s all! Kf14af1 (talk) 01:51, 5 November 2014 (UTC)

Hey kf14af1 thak-you for your feedback, I changed some things that I agreed with you on. I appreciate your comments! Md13sd (talk) 04:20, 5 November 2014 (UTC)

Tianna

Thanks Kathleen for the feedback! I definitely planned to change my first paragraph around a bit, and good catch with the pronouns. I just made some edits to my section. Do you girls think that I should incorporate the "social support and health" section into my section? I think it relates, considering I talk about social support. Just let me know if you girls agree! Tianna Tf14rg (talk) 21:35, 04 November 2014 (UTC)

Kathleen: Yes, I definitely see a connection between you section and Social Support and Health- especially the back half of the first paragraph. It reinforcers your whole point. Incorporate it for sure. Kf14af1 (talk) 02:53, 5 November 2014 (UTC)

Tianna I tried to incorporate it, but I found that about half of the information didn't relate to communication. So I decided to keep it as it's own section, and just switched the first two paragraphs in my section to make it make more sense with following the social support section. Tianna Tf14rg (talk) 21:55, 04 November 2014 (UTC)

KathleenKf14af1 I was reading over your article and for the most part it is very well done, I think it has many sources that contribute well to the article. Overall great job I just noticed only a few small picky details:

Firstly the last sentence in the first paragraph of "Changes in the Home", you have a sentence that I believe should say "some" instead of "so"

Secondly, I'm not sure I think the imaginary friends section fits properly into this article, I understand how it related but I am unsure if it is necessarily needed in our edits. It is written well and obviously you do not have to get rid of it, but I think it may not be as necessary as some of your other points.

That is all, great job! Md13sd (talk) 04:46, 5 November 2014 (UTC)

Shannon sf13yg I just read over your edits and I think it was well done, I agree with Kathleen when she says some of the information was overwhelming with large chunks of information. I think the rest was well done. Md13sd (talk) 04:50, 5 November 2014 (UTC)

Hi Md13sd, I have taken your comments into consideration, thank you. Sf13yg (talk) 22:10, 5 November 2014 (UTC)

Tianna Tf14rg Hey Tianna, I just read over your edits as well and just like Shannon, I think Kathleen also mentioned it, I would maybe suggest spacing out the information a little. Kathleen got the majority of the point I was going to say, good job! Md13sd (talk) 04:57, 5 November 2014 (UTC)

Comments from Tianna

Shannon sf13yg Hey Shannon, I am a little confused as to how "The final path model fitted well (CF1 = 1, RMSEA = 0.00) and showed that direct quality of life paths with β = -0.2, and indirect social support with β = -0.088 had the most effects on reduction of stress during pregnancy.[36]" fits into the Highly Adaptive... section. I am pretty sure it was in the article before. I think that if what the numbers mean, how it relates, etc., can't be further explained, (I'd have no idea how to) I would just cut this out of the section. Unless there is a good reason for it to be there! I also love that you put a health promotion section in there, I think that's a great idea!

Hi (talk), I mainly added to the coping section and refrained from removing any existing material, as I believe as a first time Wikipedia editor that is not within my comfort zone. The section mentioned, is not something I added, therefore I am not willing to change that. However, thank you for the feedback on my health promotion section.

Sf13yg (talk) 22:10, 5 November 2014 (UTC)

Kathleen Kf14af1 Hey Kathleen, I just wanted to say that I like the way that you divided and organized your sections. I did see that your "Changes in the home section" wasn't all capitalized when your other titles are, I'd just make a quick adjustment to be consistent! If you decide to keep the imaginary friend section, I would change the sentence 'A child may feel angry with a parent or their peers “who brought this (whatever the change may be) on them”.' to 'A child may feel angry with a parent or their peers "who have brought the change upon them.".' It's just a picky wording thing, but I think its just sounds a little better that way.

Good catch with the inconsistency! I changed it right away. I also took you advice of the second part but I threw in the word "feel". Thanks Tianna :) Kf14af1 (talk) 23:36, 5 November 2014 (UTC)

Meagan Meagan Hey Meagan, I think Kathleen covered most of the stuff I was going to say. But in your third guideline, theres a sentence that begins with "Choosing: choosing" I think it's a great point, but I'm not quite sure that the way that it is worded fits with the rest of your guideline. I would either make "Choosing" stick out a little differently, or just get rid of the "Choosing:" introductiong to the sentence and begin it with "Choosing the more.."

Overall I think you guys have all done a great job! I just kinda looked at some rewording issues because your content is great! Congrats girls, we're almost done! Tianna Tf14rg (talk) 16:50, 05 November 2014 (UTC)

Shannon's Editing Comments:

Hello Tianna: I loved your beginning section on social support and found the definition of social support to be very helpful in my understanding. However, your second paragraph was a little too wordy for my liking and difficult to remain interested. Also, in your third paragraph "with these types of communication.." you did not mention any types of communication before, and therefore you cannot use these, until after explaining each type of communication. Finally, I would suggested maybe making your points in your verbal/non-verbal method section bulleted. Overall, you added great information to our article, take my suggestions as you wish. Sf13yg (talk) 22:48, 5 November 2014 (UTC)

Hello Meagan: You added some great information, I am just concerned that it is all from one source, or have you not quite finished adding your additional citations? I really love your choice of bolding and italicizing your guidelines, however guideline three is not separate from guideline two, nor is it bold/italic. Finally there us a Which, in your final guildline that should not be capitalized. Great work Meagan, take my advice as you wish. Sf13yg (talk) 22:48, 5 November 2014 (UTC)

Hello Kathleen: You have made some great additions to our article, especially the use of the General Adaptive Syndrome. However, in stage three, stressor is missing a letter (small typo). You had a great point of how inadequate sleep leads to irritability, however, I suggest that you change "less inclined to communicate" to less inclined to communicate effectively. Also, in your section of language barrier, you used the word intercultural, I believe interlingual is a more suitable term as culture is not only defined by language. For instance citizens of Quebec, have Canadian culture despite speaking a different language than most Canadians. Finally, the point on imaginary friend, might be a little far-fetched, but it would be fine to leave if you see fit. Great work overall! Sf13yg (talk) 22:48, 5 November 2014 (UTC)

Thanks for the tips Shannon. I used them all! The interlingual suggestions was perfect! Kf14af1 (talk) 23:29, 5 November 2014 (UTC)

Summary of Tianna's Edits for Those Giving Me Feedback

Hello, I have edited the "How to Communicate when Stressed" section. My edits include the 3 paragraphs below this title, as well as everything in the verbal and nonverbal subheadings. Before I had edited the page, this section had not existed, so everything that is written in these specific sections were by me, with tweaks from my group members. It is important to take note that the "How to Prevent Misunderstanding while Communicating when Stressed" in the "How to Communicate when Stressed" section was NOT written by me. I don't want people to get confused! I also just rearranged the headings of the article in a way that makes it flow better and make a little bit more sense. Have fun reading my page! Tianna Tf14rg (talk) 15:13, 05 November 2014 (UTC)

Summary of Kathleen's Edits for Those Giving Me Feedback

Hi! I edited/added the "Responses to Psychological Stress that Affect Communication" section of this article. My section includes two sub topics (physiological stresses and social stresses) and within each of those there are 2-3 examples of situations that hinder communication. When I first started editing the article there was a section called "Responses". It was quite small and only had a bit of information of General Adaptive Syndrome. I decided to change the same of the section so that it was more specific and directive for readers. Having had researched General Adaptive Syndrome myself I incorporated parts of the original piece into my own but I added a lot of detail. The purpose of my section was to give the readers examples of events in their lives or bodies that could potentially be affecting their communication abilities. I did this by providing and explaining several examples. If you go to this sandbox's talk page you can see exactly what I added to the section and what was there before (bold text is my own work). Thanks, Kathleen Kf14af1 (talk) 23:51, 5 November 2014 (UTC)

Summary of Shannon Fisher's Edits, for those giving Feedback

Welcome to our Sandbox!! I worked to improve the section on Coping Mechanisms for our article on Psychological Stress. I tried to primarily enhance the opening of my section as well as improve, humour and add health promotion. The opening was quite bland, and I therefore added research and some more intriguing sentences. Also, the point of humor being a coping mechanism was brief, and difficult to get a grasp on, and therefore needed improvement. Finally, health promotion was not an option as a way to cope with stress, and I found it crucial to add that as a future nurse. Those tips will help those with psychological stress, minimize it's effects.

In the user page to this sandbox, you can observe what I have changed and added as it is bolded in the section of Coping Mechanisms. Thank you, Shannon Sf13yg (talk) 19:33, 9 November 2014 (UTC)

Rebecca's Feedback on Article Edits

I have attached an image because unfortunately I was unable to figure out how to create a table to explain my feedback!! Rebecca L 04:44, 10 November 2014 (UTC)

I would first like to congratulate you guys on doing an excellent job with this article! You were able to consistently keep it broad in its coverage, and the information provided was relevant to each subheading/category it was under. Transition into each topic (heading) was exceptional; this made the article very easy to follow as if it were in chronological order! Needless to say, the organization of the headings in the article was on point...very well done. Your sources are credible, which makes the information provided verifiable which is another good article criteria according to Wikipedia. I must also add how impressed I am with how "communication" was incorporated into this article (as it was the sole purpose of this assignment). You went above and beyond with this addition (of communication) by not only mentioning the verbal and nonverbal methods of communication, but you also mentioned how communication relates to society, and the physiological component...in other words, amazing job! You guys are very creative by being able to incorporate this obscure topic in relation to stress. Your article is also "Stable" because it does not change significantly from day to day, as evidenced by ongoing edit wars or content disputes. Congratulations! Rebecca L 04:44, 10 November 2014 (UTC)

Here is the image to my edits! Rebecca L 04:44, 10 November 2014 (UTC)

Table outlining my Feedback for an article

Rebecca L 04:44, 10 November 2014 (UTC) — Preceding unsigned comment added by Rl11ge (talk • contribs)

Hello Rebecca, thank you so much for your excellent feedback. The use of a chart was helpful for me to understand exactly what you wanted to see changed or improved. I appreciate the time you spent ensuring our feedback was effective. I will definitely take upon the feedback that pertained to myself. Thanks again! Sf13yg (talk) 22:23, 11 November 2014 (UTC)

Hey Rebecca! Thanks for your comments! I implemented just about all of them. I'm sorry about the sentence you mentioned in suggestion 1.k. It was so awful. I guess I'd been playing around with the sentence and didn't take things out/put things in as I went. I'm glad you caught that.

My only questions were about suggestions 3.a and 3.b. I doubled checked and both of them appear to be referenced. Also, I know you mentioned that they seem like primary information but both of those pieces came from a textbook! Let me know if that's what you were confused about

Thanks again, Kf14af1 (talk) 19:20, 16 November 2014 (UTC)

Kristen's Feedback

Hi there! I am also going to be giving some feedback on your edits! First off, congratulations! You have all contributed so much to this article and have made it that much better. I have read through your talk page and acknowledged all of the work you have put in from start to finish; very impressive. Thank you for bolding all of your edits on the User page, this made it very easy for me to see the actual work you put into the article. The Major life events section was educational and informative. Good information was given, however, a few things could use editing. The statement: "Research has found major life events are somewhat rare to be major causes of stress, due to its rare occurrences.[20]" sounds kind of awkward and different words could be used. Instead, you could say, "Research has found that major life events are somewhat rare to be major causes of stress, due to the fact that they are rare occurrences." Also, try making the first two sentences into one with a semi-colon: "Common examples of major life events include: marriage, going to college, death of a loved one, birth of a child, etc.; these events can be either positive or negative". The Daily hassles/microstressors, and mental inhibitions/disavowal mechanisms sections were done so well! I felt enlightened and impressed after reading the information. The introduction that was added to Coping mechanisms really improved the section. The reader will now have an idea of what will be discussed in the section and a bit of background information, instead of just jumping right into the facts like before. Under Prevention and resilience building, there is a small edit to be made. “Although many techniques have traditionally been developed to deal with the consequences of stress considerable research has also been conducted on the prevention of stress, a subject closely related to psychological resilience-building.” – there needs to be a comma after the phrase “Although many techniques have traditionally been developed to deal with the consequences of stress”. The amount of information that was added to Responses To Psychological Stress That Affect Communication is very notable! Without your information this section would lack many important details. Your group saw the potential to improve this section and did a great job doing so. Note: your headings and subheadings should be consistent – Wikipedia headings should only have the first letter capitalized. Overall, this article was edited very well! The edits that were made seem to meet Wikipedia’s “Good article criteria”. All edits that were made were written well, and were clear and concise. The edits made to the article are verifiable as your sources seem to be reliable, and in-text citations and a reference list were provided. The article is broad, you managed to address main topic aspects and stay focused on the topics. The article is also neutral and seems to represents all points of view fairly. One last suggestion would be to add a relevant image! Congratulations on your outstanding edits! — Preceding unsigned comment added by Kg13la (talk • contribs) 01:37, 11 November 2014 (UTC)

Hello Kristen, thank you so much for the feedback. I appreciate the comment on my section "Coping mechanisms" about how you found the flow of the article to be improved via my edit. Also, thank you for ensuring that our sources are credible and therefore our article is congruent with the Verifiability aspect of Good Article Criteria. All the best on your edits. Sf13yg (talk) 22:27, 11 November 2014 (UTC)

Hey Kristen,

Thanks for all your comments. We'll see what we can do about getting a picture into the article. Kathleen Kf14af1 (talk) 19:23, 16 November 2014 (UTC)

Jackeline's Feedback

Hey guys! I have been assigned to give you some feedback on your edits for the psychological stress article. After reviewing your talk page and seeing all your ideas it is extremely evident that you all put a tremendous amount of thought and effort in your edits, and I would like to congratulate you on all hard work and improving this article. It is fantastic that you were able to split up the sections that you thought needed improvement amongst yourselves, in the summary section of your talk page I was able to gather that you definitely used credible sources, and you did an excellent job citing them. This made the article overall a more credible source for other readers to reference when doing research on this topic. I also noticed that you were able to keep your ideas coherent and well organized so that myself and any other Wikipedians can follow your thought process and refer to the changes you have made and input opinion of where you can improve. One suggestion I do have is adding visuals to your sections, this will help readers further identify with the concepts you discuss and will add more to the goods article criteria of Wikipedia. The Major life Events section I suggest that you add the effect of major life event when you introduce the possible examples. For instances “common examples of major life events that contribute to stress… and so on, are the following: list of examples”. This may help the reader further identify with this article. The Daily hassles/microstressors, and mental inhibitions/disavowal mechanisms sections, you did a wonderful job editing and I think your citations are a great contributions, this helps the reader find where you sourced your information from and allows them to further research this subtopic. One thing I would suggest is making the examples listed in the first paragraph a bulleted list as this would help the reader follow along better with the ideas presented in this section. The “Coping mechanisms” section of this article, I think it was well written and maintained a neutral stance throughout. I believe you can try and rephrase the “passive aggression” section under the subheading of active mechanisms to make it flow better and become less choppy. I suggest maybe “acting in a hostile or resentful manner towards others caused by an individual indirectly dealing with their anxiety and negative thoughts/feelings”. The section on “Responses to Psychological Stress That Affect Communication” exhibits good criteria, I believe that the citations added in each subsection make it more verifiable. This section is evidentially neutral and covers a broad range of ides for possible effects of communication. Something I would suggest you fix would be adding citations to the section of “stressful social experiences that affect communication” other than that I think this section has definitely made a contribution to the article as a whole. Overall I think you guys did a great job editing this article, you were able to pick what sections needed the most improvement and were most relevant and made them much more credible. Fantastic coverage and sources! I wish you the best in your final edits

Hi Jackeline, thanks for the recommendations. I worked on the “stressful social experiences that affect communication” section so I will do my best to adding more citations to it. It seems that all three of our editors have mentioned adding a picture so we will definitely get one in there. Kathleen. Kf14af1 (talk) 19:27, 16 November 2014 (UTC)

Final Group Collaboration

Hey Girls,

It looks like we need to add an image to our article to touch it up. Any recommendations? Also, who worked on the "Major Life Events" section? I was confused by some of the comments about it because I don't know where it falls in our group work. Meagan talk sf13yg Kf14af1 (talk) 19:30, 16 November 2014 (UTC)

Hey! I have made my individual edits, now to spice up our article with an image. I have checked Wikimedia Commons for images that might go well with my section on coping mechanisms. I was thinking of adding a photo of people laughing, as I worked thoroughly on humour and the benefits of laughter. Does this work? Sf13yg (talk) 23:53, 17 November 2014 (UTC)

Hello, I agree that our article definitely needs an image. I believe that Shannon's idea for an image relating to the coping mechanisms will work well! I think that it's difficult to come up with an image that would relate to communicating when stressed, unless we just added a photo of people talking. Tf14rg (talk) 16:16, 18 November 2014 (UTC)